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ObjectivesandOutcomesLearnhowtowritearesearchreport,whichincludes:1.TitleandAuthor2.AbstractandKeywords3.Introduction4.Methods5.Resul

ts6.Discussionorconclusions7.Acknowledgements8.References9.AppendixesOverviewAresearchreportisapaperwrittenbyaresearcherorresearche

rstodescribeastudythathasbeencompleted.Thepurposeofthereportistoexplaintootherstheobjectives,methods,andfindingsofthestudy.Th

edissertationorgraduationthesisthatyouaregoingtowritebelongstothiskindofwriting.Therefore,youneedtol

earnhowtowritetheresearchreport.Theorganizationalformatforallresearchreportsisbasicallythesame,regardlessofthefieldofstudyi

nwhichtheauthorisworking.1.TitleandAuthor2.AbstractandKeywords3.Introduction4.Methods5.Results6.Discussion/Concl

usions7.Acknowledgements(optional)8.References9.Appendixes(optional)I.TitleandAuthor1.IncludeAllKeyInformationintheTitl

eThetitleofaresearchpapershouldbe:•consistentwiththecontentsofthearticle;•highlyrepresentativeofthecentralideaofthepaper.Thetitlege

nerallyincludesinformationonthefollowingaspects.Informationelementsinthetitle:•Theindependentanddependentvariablesinvolved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Practice:Readthefollowingtitlesandtellwhatinformationelementsareineachtitle.(1)EffectsofCross-borderE-commerceon

PettyCommoditySalesfromSmallFactoriesinYiwu•(independentvariable+dependentvariable+condition)•跨境电商对义乌小企业小商

品销量的影响(2)ApplicationofCooperationPrinciplestoEnglishforBusinessCommunication•(approach+subjects+conditions)•合作原则在商务英语

中的应用(3)MicrovascularPressuresMeasuredbyMicropunctureinLungsofNewbornInfants•(variables+approach+conditions+su

bjects)•使用微刺法对新生儿肺中微脉管压的测量2.MaketheTitleConcreteinMeaning•Makesurethatthetitlecontainsalltheinformationrelevanttoyourr

eaders.•Usespecificwordstoexpressthemeaningofthetitleconcretely.•Keepthekeywordsinthetitleforpaperretrieval.•Titlesthataret

oogeneralcancausedifficultiesinon-linesearching.Comparethefollowingpairsofexamplesandseethedifferences.Example1:(1)ResearchintoComputerPric

es•(toogeneral)•电脑价格研究(2)ComputerPricesinRelationtoItsSalesinBeijingAreasintheLastFiveYears•(independentvar

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

eaderstocatchthemeaningofthecontentandrememberit.Tobebriefandconcise,omitthephrasesthatdonotexpresssubstantialmeaninginthetitle.E.g.•int

hetreatmentof•studieson•reportofacaseof•investigationon•somethoughtson•aresearchofExamples:(1)StudiesontheEffic

acyofGatifloxacinandMoxifloxacininSinusitisinAdults: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Ti

tlesofexperimentalresearchreportsareusuallyintheformofnounphrases,butnotinsentencesorquestions.Thisisbecau

sesentencesalwayscontainwordsofgrammaticalfunctionsandpunctuations(Whendoes…?Shouldthe…?Isthere…?),w

hichmaketitlesredundant.4.AvoidAbbreviationsinTitlesMostjournalswillnotallowanyabbreviationsinthetitleexceptthoseforInternationalSystemofUnitsofmeas

urement(SIunits国际单位制).E.g.IBM:(InternationalBusinessMachines;Internationalballisticmissile）•Abbreviationscouldleadtothepaperbeingmissedinon-

linesearches.•Theycanbeconfusingtoreadersunfamiliarwiththesubject.5.AuthorTherearetworeasonsforidentifyingwhatauthororg

roupconductedtheresearch.•Correspondence:Readerswouldknowwhomtocallwithquestions.•CelebrityandResponsibility:Thepaperpublicationisregard

edasanormforvaluingtheprofessionalleveloftheresearcherandtheinstitutionconcerned.Ifanyconsequenceshouldarisefromthepublicationofthepaper

,itistheauthorthattakestheresponsibilityforit.Theprofessionaltitle,administrativerankoracademicdegreesuchas“

Professor”,“ChiefManager”,or“Doctor”,etc,arepreferablyomittedbeforethenameofanauthor.Iftheremustbeatitleincluded,itcanbeputwithacommaafterth

ename.Forexample:HaipingWang,ProfessorDepartmentofBiochemistry,BeifangUniversityBeijing,100871,thePeople’sRepublicofChinaDiffer

entjournalsmayhavedifferentrequirementsontheformatofthetitleandauthor.II.AbstractandKeywords1.Abstract•Goodabstractshelpthereaderdecidew

hethertoreadareportentirelyandfacilitatethereadingofthereport.•Thetypeofabstractusedinresearchreportsistheinformativeabstract.•

RefertoUnit14fordetailsoftheinformativeabstract.2.KeywordsKeywordsarethemostimportantwordsandphrasesrepresentativeofthethemeoftherese

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

mphasizethegistofthepaper.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。Keywordsshouldbespecificinmeaning.Avoidusingwordsthataretoogeneralinmeaning(suchasstudy,research,investig

ation)askeywordsbecausetheymaycausedifficultyininformationretrieval.Keywordsareusuallyintheformofnouns,notverbs,adverbsoradjectiv

es.Forexample,use“infiltration”insteadof“infiltrate”;“education”insteadof“educate”.Thenumberofkeywordsislimitedaccordingtotherequirem

entofthejournal.Majorsectionsoftheresearchreport:➢Introduction➢Methods➢Results➢Discussion/ConclusionsThemajorsectionsformtheb

odyoftheresearchreport.Ⅲ.IntroductionTheintroductionisthefirstmajorsectionoftheresearchreport.Itservesasadirectiontoreaders,givingthemtheoutloo

ktheyneedtounderstandthedetailedinformationcominginlatersections.Theintroductiongenerallyconsistsoffi

vepartsinsequence.1.Background:Generalstatementsaboutafieldofresearchtoprovidethereaderwithasettingfortheproblemtobereported2.Lite

raturereview:Morespecificstatementsabouttheaspectsoftheproblemalreadystudiedbyotherresearchers3.Researchquestion:Statementsindicatingthespecificsubar

eathatneedstobefurtherinvestigated4.Purpose:Specificstatementsgivingthepurposesorobjectivesofthestudy5.Value:Statementsprovidingajustificationforcon

ductingthestudy.(Optional)1.BackgroundThebackgroundoftheintroductionprovidesreaderswiththeparticulartopic

ofyourresearchinrelationtoageneralareaofstudy.Itfollowsafunneltypeofdescriptioninthreesteps:(1)Beginwithac

ceptedstatementsoffactsrelatedtoyourgeneralarea.(2)Withinthegeneralarea,identifyonesubareathatincludesyourtopic.(3)Indi

cateyourtopic.GeneralareaFreshwaterisafundamentalrequirementinourdailylives.Astheworldpopulationandindustrialpollu

tionincrease,ithasbecomequiteclearthattheearth’soncebountifulresourcesaredwindling.However,water,oneo

fthemostpreciousofresources,canbeendlesslyrecycled.Sub-areaThereareseveralmethodsthatcanbeusedtotreatandrecyclewaste

-water.Someofthemostintriguingincludeusingplantlifetocleansewateraswellasprovidefoodsourceforanimalsorotherformsofenergy.TopicS

everalwater-plantsarebeinginvestigated,butduckweed,averyuniquetypeofwater-plant,maybeveryusefulinrecyclingwaste-water.Example1:Wa

ste-watertreatmentbyusingduckweed2.LiteratureReviewAfterintroducingthetopicofyourstudyinthepartofthebackg

round,youneedtoexplainthepresentsituationofthestudyonthistopic.Theliteraturereviewisalooking-backonthefindingsbyotherresear

chersthathavebeenpublishedinyourfieldofstudy.Literaturereviewhasthreefunctions:•Providingthebackgroundinformationneededtoun

derstandyourstudy.•Demonstratingyourfamiliaritywiththeimportantresearchthathasbeencarriedoutinyourarea.•Establi

shingyourstudyasonelinkinachainofresearchesinyourfieldandbuildingcredibilityforyourresearchbyshowingthatyourstudyisdirectlyconn

ectedtoacceptedresearchdonepreviously.Inliteraturereview,youneedtoincorporatetheideasfromothersinyourwriting.

Dependingondifferentpurposesandcontent,citationsinaliteraturereviewcanbearrangedinseveraldifferentways.•OrderofCitations•VerbTenseinCitations

1.OrderofCitationsYoucanarrangetheminorderfromgeneraltospecific—thatis,fromthosemostdistantlyrelatedtoyourstudytothosemostcloselyrel

atedtoit,asinexample1.Inaliteraturereviewdescribingthehistoryofresearchinanarea,youmayarrangeyourcitationsinchronolo

gicalorder—whathappenedfirstismentionedfirst,asinexample2.Ifyouhavealargenumberofcitationstoincludein

yourliteraturereview,youcangroupthemaccordingtothedifferentapproachestotheresearchproblemtakenbydifferen

tauthors.Thecitationswithineachgroupcanthenbeorderedchronologicallyorfromgeneraltospecific,asinexample3.Mosteducator

sinChinaseemtoagreethatthemicrocomputerwillplayanimportantroleinteaching.Wang(1994)andTaylor(1990)predictedasignificantincreaseinthenumberofco

mputersinbothschoolsandhomesinthenearfuture.Stickel(1992)identifiedthreetypesofmicrocomputeruseinclassrooms:astheobje

ctofacourse,asasupporttool,andasameansofprovidinginstruction.LiandHuang(1995)reportedfourusesofmicrocomput

ersinteachingmedicine:drillandpractice,tutorial,simulation,andproblemsolving.Example1CitationsArrangedintheOr

derfromGeneraltoSpecificThestudyofconsumercomplainingbehaviorhasprogressedsteadilyovertheyears.BarnumandLe

vinson(1996)foundthatdissatisfiedconsumerschoosetoseekredress,engageinnegativeword-of-mouthbehavior,orexitbasedupontheperceivedlikelihoodof

successfulredress;FraserandBrown(2000)reportedthatdissatisfiedconsumers’reactionsarebasedupontheirattitudetowardcomplaining;Gerson(2004)statedt

hattheirreactionsarebasedupontheinvariabilityandcontrollabilityoftheproblem;andHoupandLannon(2005)discoveredthattheirrea

ctionsarebaseduponthelevelofproductimportance.Consumerswhoaredissatisfiedwithaproductthattheyfeelisimportanta

remorelikelytoseekredress(Pattow2010).Example2CitationsinChronologicalOrderTheCETisestablishedonthetesttheoriesofstructuralis

m(Liu2003:131),whichdivideslanguageintodiscretepointsandteststhemintheformofmultiple-choicequestions.Itsadvantagesareitsconvenienceformachinegradi

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

Li2002:34),andthusdivideslanguageintoseparatelanguagepoints,suchasgrammarandvocabulary,andteststhemseparately.Theproblemisthatlanguagei

ncommunicationisinasyntheticformsincephonetics,grammar,andvocabularyareintegratedasawhole.Therefore,byfocusingontestingst

udents’receptiveabilitywhileneglectingtheirproductiveability,themultiple-choicetestcannotreflectstudents’communicativecompetenceobjectively(H

anetal.2004:18).Example3CitationsArrangedAccordingtoDifferentAspectsoftheIssue2.VerbTensesinCitations.Beginnerswillfinditisdifficulttodecidetheten

seofcitations.Thetensechoiceofcitationsisrelatedtothefocusofthecitationinthesentenceinthreeways:•Informationprominent•We

akauthorprominent•Authorprominent(1)InformationprominentWhenthefocusofyourcitationisontheinformation,youshouldwritethecitati

oninthepresenttense.Thepresenttenseisusedwhentheinformationyouarecitingisgenerallyacceptedasfact.E.g.

①TheCETisbasicallyestablishedonthetesttheoriesofstructuralism结构主义测试理论(Liu2003:131).②Consumerswhoaredissatisfi

edwithaproductthattheyfeelisimportantaremorelikelytoseekredress(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)WeakauthorprominentWhenthefocusofyourcitationisontheresearchareaofseveralauthors,youshouldusethepresentperfecttenseinthesentence.E.g.③Quiteafewinv

estigatorshavestudiedtheconsumercomplainingbehaviorovertheyears(Pattow2010;HoupandLannon2005;Gerson2004;FraserandBrown2000).④Severalresearc

hershavestudiedtherelationshipbetweenspiralbacteriaandgastritis螺旋菌与胃炎的关系(Andrews1996;Nicholson1994,Taylor198

9;Howren1985).(3)AuthorprominentWhenthefocusofyourcitationisontheauthor,thatis,whenyouusethenameoftheauthora

sthesubjectofthesentence,youshouldusethesimplepasttenseinitspredicate.E.g.⑤FraserandBrown(2000)reportedthatdissatisfiedconsumers’rea

ctionsarebasedontheirattitudestowardcomplaining.⑥Stickel(1992)statedthattherewerethreetypesofmicrocomputeruseinclassro

oms.Tensesinsubordinateclauses:Althoughthesimplepasttenseisusedinthemainclauseoftheauthorprominentsentences,thetensesusedintheobjectclausetor

eportthefindingsaredifferent.•Ifthefindingsofthestudyaregenerallyacceptedasfact,presenttenseisused(E.g.5).•

Ifthefindingsofthestudyarelimitedtothatstudybutnotacceptedastrueinallcases,pasttenseisadopted(E.g.6).3.Re

searchQuestionThepurposeofresearchquestionistosumuptheliteraturereviewandpointoutasubareathatisnottreatedinth

epreviousliterature,butthatisimportantfromviewofyourwork.Usuallythispartisaccomplishedinonlyoneortwosentences.Therearethreealternatives

youcanchoosefrominstatingyourresearchquestion.(1)Indicatingthatthepreviousliteratureisinadequatebecauseanimportantaspectoftheres

earchareahasbeenignoredbyotherauthors.Example:Manydemographicfactorsaffectingfood-buyingdecisions,includingage,education,incomeandexperienc

e,havebeenstudied.However,religionisaspecializedfactoraboutwhichlittleisknown.(2)Indicatingthatthereisanunresolvedconflictamongtheauth

orsofpreviousstudiesconcerningtheresearchtopic.Example:StudiesbyJackson(1985)andTaylor(1992)indicatedsuperiorresultswiththec

ommunicativeapproachwhilestudiesbyEllis(1983),Howren(1990)andKemble(1994)indicatedlittleornosignificanteffect.

Therefore,morestudiesneedtobeconductedtoascertaintheeffectsofthecommunicativeapproachinteachingvarioussubjectsinavariety

oflearningsituations.(3)Indicatingthatanexaminationofthepreviousliteraturesuggestsanextensionofthetopic,orraisesanewdirectionnotpreviouslystudi

edbyothersinyourfield.Example:Whilemostoftheliteratureonbusinessriskandriskresponsetreatsonlyproductionandpricerisk,weintendtoint

roducethenotionoffinancialriskintothedecision-makingprocess.Theresearchquestiongenerallyconsistsofthreeparts:SignalWordMissingInformationResearch

TopicHowever,littleinformationisavailableonfinancialriskinthedecision-makingprocess.Butfewstudieshavereportedontheeffectsofthecognitivest

rategytraininginlanguagelearning.4.PurposeThestatementofpurposefollowstheresearchquestiondirectly.Itanswersthen

eedexpressedinthequestionforadditionalresearchinyourareaofstudy.Youmaywritethestatementofpurposefromoneofthefollowingtwoorientations

:•theperspectiveofthereportitself;•theperspectiveoftheresearchactivity.(1)TheReportPerspectiveInther

eportperspective,thepaperorreportservesasthesubject(orpartofthesubject)ofthesentence.Thepresentorfuturetenseisusuallyu

sedinthiskindofstatement.E.g.•Thepurposeofthispaperistodeterminewhetherthecognitivestrategytrainingcanimprovestudents’

learningability.•Thisthesiswilldealwiththeimplementationandoperationofanautomaticmeasurementsystemappropriateforclassrooman

dlaboratorydemonstrations.(2)TheResearchPerspectiveIntheresearchperspective,thestatementofpurposereferstotheresearchac

tivityratherthanthereport.Thepasttenseisusuallyusedinthiskindofstatement.E.g.•Theobjectiveofthisresearchwastogivethemostdirectanswerp

ossibletothequestionofhowlongadvertisingaffectssales.•Theaimofourexperimentwastodetermineifanimperfectlisteningtypewriterwouldbeusefulforcomp

osingletters.5.ValueThestatementofvaluejustifiesyourresearchonthebasisofitspotentialbenefitorsignifican

cetootherresearchersinthefieldortopeopleworkinginpracticalsituations.Itcanbewrittenfromtwoalternativeperspectives:valueinpractic

eorvalueintheory.Youmaywritethestatementfromtheperspectiveofthepracticalbenefitsthatmayresultfromapplyingthefindingsofyou

rresearch.•Theresultsofthisstudycouldbeusefultoeducatorsresponsibleforplanningcourseworkinforeignlanguageeducation.•Thi

sresearchmayprovideanalternativeapproachtoperformingdelicatebrainsurgery.Youmaywriteastatementofvaluethatemphasizestheth

eoreticalimportanceofyourstudy.Inthisway,youcontributetotheknowledgeinyourspecificareaofresearch.•Bothofthefactorsunderinvestigationinthisstu

dymaybeofimportanceinexplainingtheetiologyofthisdisease.•Theresultsofthisstudymaysuggestaneedforabroaderhypothesisforfur

therresearchintothegreen-houseeffectontheenvironment.Thestatementofvalueshouldbewrittenwithtentativenessormodestyonthepartoftheauthor.Usemoda

lauxiliaries,suchas“may”or“could”,asisshownintheaboveexamples.Thestatementofvalue,however,isnotincludedineveryint

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

researchreportswrittentodescribeaprojectfundedbyoutsidesources.Ⅳ.MethodThemethodsectionmainlydescribestheprocedureyoufollowedinc

onductingyourresearchandthematerialsyouusedateachstep.Ifthereaderswanttoknowhowthemethodsofyourresearchmayha

veinfluencedyourresults,oriftheyareinterestedinreplicatingyourresearch,theymustexamineyourmethodcarefu

lly.Thusthissectionisusuallylongandindetail.1.InformationElementsThemainpartsofthemethodsectionareproceduresandmaterials,whichdescribesthestep

susedinyourstudyandthematerialsemployedateachstep.However,otherelementsarealsocommonlydescribedinthissection.Thefollowinglistpresentsthecommoneleme

ntsinthemethodsection.AListofElementsintheMethodSection•OverviewoftheResearch/StudyDesign(E.g.descriptiveorexperimentalresearch,qualita

tiveorquantitativeanalysis,casestudy,trendstudy.SeeAppendix1)•SubjectsorSamples(people,animals,things)•SamplingTechnique(E.g.randoms

ampling;systematicsampling)•Procedures(stepsinconductingtheresearch)•Materials（equipment,substance,teaching

materialsandexampapers,questionnaire,interviewquestions,etc.）•RestrictionsorLimitingConditions(E.g.belo

w10oC)•StatisticalTreatment(methodsofcalculation,E.g.SPSS)Example:InformationElementsinaMethodSectionResearchOverview

Thestudywasconductedasathree-groupcontrolledexperimentfollowingthestatic-groupcomparisondesign.Itinvolvedtheuseofthreeexperimentalgroups,inclu

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

icrocomputerusers.SamplingtechniqueTherandomsamplingoftheparticipantswasconductedthattheparticipantsr

epresentedasampleofstudentsinfinancialeducation.Therefore,thefindingsandimplicationsofthestudyshouldbegeneralizedtotheextentthatfuturegroupsofs

tudentsaresimilartotheparticipants.Population(Subjects)The30studentsdesignatedasthecontrolgroupwereta

ughtusingalecture-discussiontechnique.Theother60studentsweredividedintotwotreatmentgroupstoreceivemicrocompute

r-assistedinstruction.Studentswiththeabilitytorunandeditsoftwareprogramswereassignedtotheintermediate-level

group,andtheremainingstudentswereassignedtothebeginnersgroup.ProceduresTheclassescomprisingthecontro

lgroupwereorganizedintotwo-hourclasssessionsinthreeconsecutivedays.Thewrittenevaluationwasgivenduringthefirsthou

rofthefourthday.Thetreatmentgroupsweregiventhreedaystocompletethetask,wereaskedtokeeparecordoftheamounto

ftimeused,andweregiventhewrittenevaluationduringaone-hourtimeperiodofthefourthday.MaterialsThematerialsusedinteachingexportquotationandcontractwit

hthelecture-discussionmethodwerethebasisforwritingacomputerteachingprogram.StatisticalTreatmentNullhypothesesweredevelopedto

testtheresearchquestionsofthestudy.Analphalevelof.05wasusedintestingthehypotheses.APearsoncorrelationcoefficientwasusedtoascertaintherelati

onshipbetweentimespentonmicrocomputer-assistedinstructionandstudentperformance.Thedatawereanalyzedwiththestandardstatisticalanalys

issystemSPSS.2.ChoiceofVerbTensesThemethodsyouusedincarryingoutyourstudyareusuallywritteninthesimplepasttense.Howe

ver,ifyourstatementisagenerallyacceptedfactortruth,itshouldbewritteninpresenttense.Examples:•Thoseinterviewedinthestudywere18Ch

inese-speakingstudentsattendingclassesattheUniversityofPortsmouth.(specificreference)•Allstudentswhoapplyforadmissionto

theUniversityofPortsmouthtaketheIELTSTest.(generalreference)Ifyouuseequipmentinyourstudywhichisconventionalinyourfieldandfamilia

rtomostresearchers,youshoulddescribeitwiththepresenttense.Examples:•Atypicalrefrigeratorincludesacompressor,acondenserandanevaporat

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

tubesheets.加热器包括一束平行的管子，管子的末端伸入管板。Ifyouusespeciallydesignedmaterialswhichmaynotbefamiliartootherworkersinyourfield,youshoulddescribeit

inthepasttense.Ifyoumodifiedacommondeviceinaspecialwayforyourstudy,youshouldalsodescribeitinthepasttens

e.Thefollowingareexamples:•Thesapofthemosaicdiseasedtobaccoplantwasextractedbycrushingtheplantwithamincer,whichw

asspecificallydesignedforthispurpose.•Thenewreactorwasmoreheavilyequippedthantheothersfortestingpurposes.Morecadmiumrodswereinstalledinordertobein

troducedintocavitiesinthereactortoarrestreactionsbyabsorbingneutrons.Thiswastopreventthereactorbecomingunstable.Ⅴ.ResultsTheresultssectionisth

e“core”oftheresearchreport.Readersexpecttheresultstoprovidethemwithenoughdatatodrawtheirownconclusionsabouttheans

wertothequestionposedintheintroduction.Thissectionpresentsthefindingsofthestudyinbothfiguresandtext:•Figures(tables,graphs,anddiagrams)prese

nttheresearchfindingsinnumericaltermsordata.•Thetextinterpretsthedataandhelpsthereadertofocusonthemostimporta

ntaspectsoftheresults.1.InformationElementsTheresultssectionusuallyconsistsofthreekindsofinformation.（1）Locationofdata:statementsthatsp

ecifythefigure(s)wheretheresultscanbefound.（2）Results:statementsthatexplainthemeaningofdataorotherfindings.（3）Interpretation:

statementsthatgivereasonsforcertainresultsorexplaintheirsignificance.Example:MajorInformationElementsinResultsLocationofDataMeanscoresandgener

alresultsofthetestfromeachofthethreegroupsarepresentedinTable1.2,andtheresultsoftheanalysisofvariancetestarereportedinTable1.3.ResultsTheFvalueof8.1

7,reportedinTable1.3,indicatedasignificantdifferenceingroupmeanscores.TheresultoftheScheffetestshowedthattherewasasignificantdifferenceb

etweenthecontrolgroupandeachoftheCAIgroups.TherewasnotasignificantdifferencefoundbetweenthetwoCAIgroups.Thetestscoresfromthecontrolgroupwer

ehigherthanthosefromeithertreatmentgroup.Interpreta-tionThesefindingsindicatethatthelecture-discussionapproachwasmoreeffectivethanthecompute

r-assistedinstruction(CAI)inteachingtheapplicationofprinciplesandconceptsoffinance.2.LocationofDataBeforedesc

ribingthedataobtained,youshouldfirsttellthereaderwheretheyare.Thestatementofdatalocationtellswhichfigure(table,g

raph,ordiagram)containsthedatamentionedinthetext.Thepresenttenseshouldbeusedtolocatedatainafigure.E.g.•Resultsofthet-testsarepresentedinTable3.•Figur

e2summarizesthetestresultsoncontaminatedwaters.•Table5presentsthedataforworkersholdingskilljobs.3.ResultsandDataResultsar

edifferentfromdataalthoughweoftensimplyrefertodataasresults.•Dataarefactsinaformofnumbersobtainedfromexperimentsandobservations.•Resultsaregenerals

tatementsthatinterpretdata.Ifdatastandalone,readersmaynotunderstandthemeaningreflectedbythem.Thereforeresultsmustbestatedtoexplainthemea

ningofthedata.Examplesshowingdifferencesbetweendataandresults(1)Inthe20controlsubjects,themeanrestingbloodpressurewas85±5(SD)mm

Hg.Inthe30tennisplayers,themeanrestingbloodpressurewas94±3mmHg.(2)Themeanrestingbloodpressurewashigherinthe30tennisplaye

rsthaninthe20controlsubjects[94±3(SD)vs.85±5mmHg,P<0.02].(3)Themeanrestingbloodpressurewas10%higherinthe30tennispla

yersthaninthe20controlsubjects[94±3(SD)vs.85±5mmHg,P<0.02].•E.g.(1)isastatementofdata.Itsimplygivesthed

atawithnoresult,whichmakesreaderswonderaboutthemeaningofthecomparison.•E.g.(2)isavaguestatementoftheresult.Itstatestheresult,presentsthed

ataaftertheresult,andaddsaPvaluetoprovideevidencethatthedifferencewasnotlikelytohaveoccurredbychance.Ho

wever,itfailstopresentthedegreeofthedifferenceincomparison.•E.g.(3)isaspecificstatementoftheresult.Thestatement“was10%higher”

givesaclearerideaofthedegreeofthedifferenceincomparisonthanE.g.(2).4.TypesofResultsTherearegenerallythreedifferen

ttypesofresultsthatyoumayneedtoreport,dependingonthekindofstudyyouconduct.•Comparison•Tendency•RelationshipButonething

isthesame—alwaysusingpasttenseinreportingresults.(1)ComparisonResultsofthistypeinvolveacomparisonamonggroups,oftenoneormoreexperi

mentalgroupswithacontrolgroup.Inthesecasesthestatementsareoftenwrittenwithexpressionsofcomparativeorsuperlativedegrees.•Meantim

etorecoverywassignificantlyfasterinthetreatmentgroupthanintheplacebogroup(6.5vs.14.1days,p<0.05).•Thehighestinc

idenceofhepatitiswasfoundamongpeopleinthenorthpartofthestate.(2)TendencyResultsofthistypeshowthetendencyofavariabletofluctuat

eovertime.Toreportsuchresults,youshoulduseverbsandexpressionsofvariationinyourstatements.Thecommonlyusedsentencepatternisasfollows:Varia

ble+VerborVerbPhraseofVariation+TimePeriod变量+表示变化的动词+时间段Examplesshowingthetendency:•Theoilpricesshowedatendencytoincrease/decrea

se(ortendtoincrease/decline)overthefive-yearperiod.•Theconcentrationofchlorineintheatmosphereincreased(ordecreased,or

remainconstant)overtheperiodstudied.(3)RelationshipResultsofthistypeshowtherelationshipofonevariablewithano

ther,orrelationshipsamongvariables.Useverbsofcorrelationorassociationinreportingsuchresults.E.g.•Theoccurrence

oftheepidemicwascorrelatedwith(ornegativelycorrelatedwith,orassociatedwith,orrelatedto)thelocalclimate.•Therewasasignificantpositive(ornegat

ive)relationshipbetweenstudents’priorexperienceofthematerialandtheirtestscores.5.InterpretationofResultsAlthoughthemoregeneralcommentsonresultsareres

ervedforthesectionofdiscussion,itisoccasionallynecessaryforyoutoincludeabriefinterpretationofthestatisticalanalysis.Thissavesworkforthereader

,andhelpsthemtodistinguishthekeypointsinyourpaper.Wheninterpretingyourresults,younormallyusethepresenttensean

dmodalauxiliaries.Examples:•Thefindingthatbacteriawerepresentinalmostallpatientswithactivechronicgastritismaybeani

mportantfactorintheetiologyofthedisease.•Theseresultsindicatethate-commerceoffersdistinctadvantagesoverconventionalcommerceinthebookmark

et.Youmayalsousetentativeverbsinthepresenttenseinsteadofmodalauxiliariestogeneralizefromresults.Examples:•Itappears(seems,islikely)thatchildrenwhodi

splaylearningproblemsaredependingononlyonecerebralhemisphere.•Theseresultssuggestthatthefinalpurifiedprot

einintheformofacrystalisjustthetobaccomosaicvirus.Wheninterpretingyourresults,youshouldchoose“provingwords”carefully.“Prove”isthestrong

estwordforyourfindings,butitcanrarelyusedunlessyouareabsolutelysureofyourfindings.Herearesomeothersindescendingorderofstrength.Choosetheonethatma

tchesthestrengthofyourconclusions.•show•demonstrate•indicate•suggest•imply.Ⅵ.DiscussionThelastmajorsectionofth

eresearchreportisusuallytitleddiscussion(sometimescalled“conclusions”).Inthissection,youtakeabroadlookatyourfi

ndingsandyourstudyasawhole.Youtrytointerpretthefindingsbyanalyzingtheirfacts,underlyingcauses,effectsandi

mplicationsinamoregeneralview.1.InformationElementsThekindsofinformationinthediscussionsectionarenotfixed.Itdependsmainlyonthefindingsofyourstudy.Yo

umayincludevariouselementsofinformation,dependingontheproblemsencountered,resultsobtained,possibleap

plications,andfurtherresearchneeded.Theconventionalorderofthissectionisfromspecificresultstogeneralimplications.Alistofconventionalel

ementsinthediscussionsection•Areferencetothepurposeorhypothesisofthestudy•Ananswertotheresearchquestiondev

elopedintheIntroduction•Areviewofthemostimportantfindings,whetherornottheysupportyouroriginalhypothesis•

Comparisonwiththeresultsofotherstudies•Possibleexplanationsfororspeculationsaboutthefindings•Limitationsofthestudy•Implicationsofthestudy(in

theoryorinpractice)•RecommendationsforfutureresearchandpracticalapplicationsReadthefollowingdiscussionsectionfromaresearc

hreportinthefieldofeducation.Inthisstudytheteachingresultsofthetraditionallecture-discussionapproachandthecomputer-assi

stedinstructionwerecompared.Noticetheinformationelementsthatareincludedinthisexampleandtheorderofinformation.Informat

ionElementsinaDiscussionSectionReferencetotheoriginalhypothesisWedevelopedfollowingnullhypothesestotesttheresearchquestionsofthest

udy:1)therewouldbenosignificantdifferenceamonggroupmeanscores;2)therewouldbenosignificantrelationshipbetweentheamountoftimeuti

lizedbythestudentswithcomputer-assistedinstructionandstudents’testscores.AnswertotheresearchquestionThefindingsofour

studyindicatethatourfirsthypothesiswasrejected;oursecondhypothesis,however,wasnotrejected.FindingssupportingtheanswerThefollowingconclu

sionsaresubjecttotheconditionsandlimitationsofthisstudy:(a)thelecture-discussionapproachwasmoreeffectivethanthecomputer-

assistedinstructioninteachingtheapplicationofprinciplesandconceptsinmedicine;(b)theamountoftimespentbystudentssubjectedtothecomputer-assiste

dinstructiondidnotsignificantlyaffecttheirscoreswhengivenfreedomtoselecttheamountoftimespent.Explanationforfindingsandcompari

sonwithotherstudiesThefindingsindicatethatthelecture-discussionmethodofteachingwasmoreeffectivethanthecomputer-assistedtechniqueinteac

hing.ThisconfirmstheearlierstudiesbyJefferson,(1985),Gless(1987)andHowren(1988).Thepossibleexplanationisthatthestudentsinthecontrolgr

oupweretaughtmorepersonallyandsystematicallyduringregularhourswhilethetreatmentgroupsparticipatedduringlaboratoryt

imeattheirownsweetwill.LimitationsandcomparisonwithotherstudiesSincemanystudiesindicatedthatstudentsusingcomputer-assistedinstructionhaveg

enerallyperformedaswellorbetterthanstudentsundertraditionallecture-discussioninstruction(Taylor1986,Horne1988&Clark1989),thedifferenceinp

erformancefoundinthisstudyshouldbecarefullyevaluated.Thefindingsmighthavebeendifferentifallstudentshadspe

ntaminimumof12hoursusingthecomputerprogram.Inaddition,themethodologicalproblemsintheresearchdesignlimitourinterpretations.Recommendat

ionforfurtherresearchFurtherstudiesshouldcomparegroupsusingamixoftraditionalinstructionandcomputer-assistedinstruct

ion,andshouldrequireboththecontrolandthetreatmentgroupstospendaspecificamountoftimeontheteachingcourse.Thechallengeformedicaleducatorsistobett

erutilizethecapabilitiesofcomputer-assistedinstructioninthelearningenvironment.ReferencetotheoriginalhypothesisWedevelopedfollowingnullhypothesest

otesttheresearchquestionsofthestudy:1)therewouldbenosignificantdifferenceamonggroupmeanscores;2)therewo

uldbenosignificantrelationshipbetweentheamountoftimeutilizedbythestudentswithcomputer-assistedinstructionandstud

ents’testscores.AnswertotheresearchquestionThefindingsofourstudyindicatethatourfirsthypothesiswasrejected;oursecondhypothe

sis,however,wasnotrejected.DiscussionfromUsingComputersinTeachingFindingssupportingtheanswerThefollowingconclusionsaresubjectto

theconditionsandlimitationsofthisstudy:(a)thelecture-discussionapproachwasmoreeffectivethanthecomputer-assistedinstructioninteachingtheap

plicationofprinciplesandconceptsoffinance;(b)theamountoftimespentbystudentssubjectedtothecomputer-assistedinstructiondidno

tsignificantlyaffecttheirscoreswhengivenfreedomtoselecttheamountoftimespent.ExplanationforfindingsandcomparisonwithotherstudiesThefind

ingsindicatethatthelecture-discussionmethodofteachingwasmoreeffectivethanthecomputer-assistedtechniqueinteaching.ThisconfirmstheearlierstudiesbyJ

efferson,(1985),Gless(1987)andHowren(1988).Thepossibleexplanationisthatthestudentsinthecontrolgroupw

eretaughtmorepersonallyandsystematicallyduringregularhourswhilethetreatmentgroupsparticipatedduringlaboratorytimeatthe

irownwill.LimitationsandcomparisonwithotherstudiesSincemanystudiesindicatedthatstudentsusingcomputer-assistedinstructionhavegenerallyperformedaswe

llorbetterthanstudentsundertraditionallecture-discussioninstruction(Taylor1986,Horne1988&Clark1989),thedifferenceinperformancefoundinthis

studyshouldbecarefullyevaluated.Thefindingsmighthavebeendifferentifallstudentshadspentaminimumof12hoursusin

gthecomputerprogram.Inaddition,themethodologicalproblemsintheresearchdesignlimitourinterpretations.RecommendationforfurtherresearchFur

therstudiesshouldcomparegroupsusingamixoftraditionalinstructionandcomputer-assistedinstruction,andshouldrequireboththec

ontrolandthetreatmentgroupstospendaspecificamountoftimeontheteachingcourse.Thechallengeforeducatorsoffinanceistobetterutil

izethecapabilitiesofcomputer-assistedinstructioninthelearningenvironment.2.VerbTensesandSentencePatternsT

heverbtensesusedinthediscussionsectiondependonthetypeofinformationyouwanttopresent.Thefollowingexamplesillustratethemostcommonlyusedt

ensesandsentencepatternsforeachkindofinformationelementsinthissection.(1)Whenreferringtothepurposeorhypothesisofthestudy,youshouldusethesimp

lepasttense.E.g.•Thisresearchattemptedtoassesstheapplicationofcognitivestrategiesinteaching.•Inlinewiththehypothesis,weassumedthatphysicaldecre

mentswouldbemoreapparentinspeedjobsthaninskilljobs.•Itwasanticipatedthatcomputer-assistedinstructionwouldperformaswella

sorbetterthanlecture-discussioninstruction.(2)Inreviewingimportantfindings,youshouldusuallyusethesimplepasttense.E.g.•TheStudents’experie

ncewiththemicrocomputerhadnoeffectontheirtestscores.•Thespiralbacilliwerepresentinalmostallpatientswithactivechronicgastritis,duodenalulc

er,orgastriculcer.(3)Inexplainingpossiblereasonsforthefindings,youmayusethepasttense,presenttense,ormodalverbsdependingonthecondi

tionoftheexplanation.①Iftheexplanationforthespecificfindingsisrestrictedtoyourstudy,usepasttense.E.g.•Itispossiblethatmicrobialacti

vitycausedsomeinfectionintherightlungofthepatients.•Itappearsthatthemicrocomputer-assistedlearningmoduleswereaseasyforthebeginnerstou

seasfortheintermediate-levelusers.②Ifitreferstoageneralcondition,youshouldchoosepresenttense.Youmayalsousemodalauxiliaries

toemphasizethespeculativenatureofthesestatements.E.g.•Theseresultscanbeexplainedbyassumingthatwomenaregenerall

ymorecarefulindelicateworkthanmen.•Onereasoncouldbethatskillsandexperienceincreasewithage.(4)Inexpla

iningthelimitationsofthefindings,youmayusethepasttense,presenttense,ormodalauxiliaries,dependingonwhetherthelimitationisrestrictedto

yourstudy(past)orwhetheritreferstoageneralcondition(present).E.g.•Thesampleusedinourexperimentwasqui

tesmall.(restrictedtothestudy)•Theteachingexperimentsonothersubjectsmayproducedifferentresults.(generalcondition)(5)Incompari

ngyourfindingstothoseofotherresearchers,commonlyusethepresenttense.E.g.•Ourresultsareinsubstantialagreementwiththos

eofGless(2001).•ThisconfirmsearlierfindingsbyTaylorandEble(1996)formedicalinsuranceintheUnitedStates.(6)Inex

plainingimplications,usethesimplepresenttense,modalauxiliaries,ortentativeverbs.E.g.•Itappearsthatthecurvedbacillibehaveasanimportantfactorinthee

tiologyofthesediseases.•Thisstudysuggeststhatmanagementbyobjectives(MBO)mayhaveafavorableimpactonperformanceandsatisfactioninpublicsectora

gencies.(7)Inexplainingrecommendationsandapplicationsofyourstudy,usethesimplepresenttenseandmodalauxiliari

es.E.g.•Theapproachoutlinedinthisstudyshouldbereplicatedinotherlaboratories.•Werecommendthatmoreforethoughtandplanningberequiredbeforethetrainingrec

eivedindevelopedcountriescanbeoptimallyappliedinlessdevelopedcountries.•Clearly,thistechniquehaspromiseasatoolinevaluatingwaterquali

ties.GuidelinesforVerbTensesinaResearchPaper:TensesApplicationsThepresenttenseGeneralconditionsGenerallyacceptedfactsTh

epasttenseStatementsrestrictedtotheresearchitself(purposes,methods,results)Thepresenttense(modalauxil

iariesandtentativeverbs)Interpretationofyourfindingsandyourstudyasawhole;(causes;reasons;comparison;limitation;im

plication;recommendation)VII.AcknowledgementsAcknowledgementsaremainlyusedtoexpresstheauthor’sindebtednessto

thoseotherthanauthorswhohavehelpedintheresearchbyofferinganyusefulmaterials,specimen,technicalknow-how,suggestions,orfinanciala

idtotheauthor.Thissectionusuallyconsistsoftwoparts:•Acknowledgementofpersonalorinstitutionalassistance•Acknowledgementoffinancialsuppo

rtfromdifferentsources1.AcknowledgementsofPersonalandInstitutionalAssistanceThefollowingareexamplesofacknowledgementst

opersonalandinstitutionalassistance.Thearrangementusuallyfollowstheorderthatthosewhomadegreatercontributioncomebeforethosewhomadelesscontribution,and

individualscomebeforeinstitutions.•WearegratefultoDr.ZhangDongfortechnicalassistance.•Otherresearcherswhocontributedtothisstudywere:LiWeiping,M

D,HeJian,MS,andWangYun,MS.•TheauthorwishestoexpresshismostsincereappreciationtoProfessorZhaoMingyue,whoreadthemanuscriptcarefullyan

dgavevaluableadvice.TremendousthanksareowedtoDr.LuYingforhelpingtheauthorwiththestatisticalanalysis.Theauthorisalsoindebtedto

BeijingFriendshipHospitalforofferingsomespecimens.2.AcknowledgementstoFinancialSupportThefollowingareexamplesandcommonlyuse

dpatternsforacknowledgementstofinancialsupport.•ThisstudywassupportedbytheUnitedNationsEducational,Scientific,andCulturalOrganization.•Theauthorisgra

tefultotheNationalNaturalScienceFoundationofChinaforitsfinancialsupportforthisproject.•WethanktheNationalSocialSci

enceFoundationofChinaforprovidingthefinancialsupport.NotesonAcknowledgements:•Thewordingandexpressionsusedinanacknowledgementshouldbeapp

ropriate.Eitherunderstatementoroverstatementshouldbeavoided.•Itisadvisablenottomentiontoomanypersonswhohavemadeinsignificantorverygene

ralhelptotheresearch.Forexample,typistsorillustratorsarenotmentioned.•Theauthorshouldnotifytheaddresseeoftheacknowledgementandobtainh

isorherpermissionbeforepublication.VIII.ReferencesAreferenceisanoteinaresearchreportreferringthereadertoanothersource.Th

epurposesofreferencesinexperimentalresearchpapersaretogivecredittotheideasandfindingsofothersandtodirectreadersto

sourcesoffurtherinformation.Fordetailsofin-textcitationsandreferencelists,refertothesectionofDocumentingYourSourcesinChapter7.IX.AppendixesAppend

ixesareusedtoincludeinformationthatwouldbetoolengthyorinterruptiveifplacedinthebodyofthereport.Theyaregenerallyfulltexts

ofquestionnaires,surveys,orotherdatacollectiondocumentsusedintheresearch.Itistheusualpracticetosubmitappendixestothejourn

altogetherwithyourreport,eventhroughtheywillnotbepublished.Appendixescanhelpeditorsorreviewerstojudgew

hetheryourfindingsarevalid.X.SummaryThemajorpartsofanexperimentalresearchreportwehavelearntinthisunit:•Title•Keywords•Introduction•Methods•Resu

lts•DiscussionorConclusionReview:•Informationelementsincludedineachpart•Orderoftheinformationelements•Commonlyused

sentencepatternsforeachelement•Commonlyusedvocabularyandthechoiceoftensesinthesentences