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

.Discussionorconclusions7.Acknowledgements8.References9.AppendixesOverviewAresearchreportisapaperwrittenbyaresearcherorresea

rcherstodescribeastudythathasbeencompleted.Thepurposeofthereportistoexplaintootherstheobjectives,methods,andfindingsofthestudy.Thedissertationo

rgraduationthesisthatyouaregoingtowritebelongstothiskindofwriting.Therefore,youneedtolearnhowtowritetheresearchreport.Theorganizationalformatforall

researchreportsisbasicallythesame,regardlessofthefieldofstudyinwhichtheauthorisworking.1.TitleandAuthor2.AbstractandK

eywords3.Introduction4.Methods5.Results6.Discussion/Conclusions7.Acknowledgements(optional)8.References9.Appendixes(optional)I.Titl

eandAuthor1.IncludeAllKeyInformationintheTitleThetitleofaresearchpapershouldbe:•consistentwiththecontentsofthearticle;•highly

representativeofthecentralideaofthepaper.Thetitlegenerallyincludesinformationonthefollowingaspects.Informationelements

inthetitle:•Theindependentanddependentvariablesinvolved相关的自变量和因变量:medicine&patients;price&sales•Thesubjects研究对象:cu

stomers;patients;animals•Theconditionofsubjects条件•Theexperimentalapproach研究方法Practice:Readthefollowingtitlesandtellwhatinformationelem

entsareineachtitle.(1)EffectsofCross-borderE-commerceonPettyCommoditySalesfromSmallFactoriesinYiwu•(independentvariable+dependentv

ariable+condition)•跨境电商对义乌小企业小商品销量的影响(2)ApplicationofCooperationPrinciplestoEnglishforBusinessCommunication•(approach+subjects+conditio

ns)•合作原则在商务英语中的应用(3)MicrovascularPressuresMeasuredbyMicropunctureinLungsofNewbornInfants•(variables+approach+conditions+subjects)•使用

微刺法对新生儿肺中微脉管压的测量2.MaketheTitleConcreteinMeaning•Makesurethatthetitlecontainsalltheinformationrelevanttoyourreaders.•Usespecificwordstoexpressthemean

ingofthetitleconcretely.•Keepthekeywordsinthetitleforpaperretrieval.•Titlesthataretoogeneralcancausedifficultiesinon-l

inesearching.Comparethefollowingpairsofexamplesandseethedifferences.Example1:(1)ResearchintoComputerPrices•(toogener

al)•电脑价格研究(2)ComputerPricesinRelationtoItsSalesinBeijingAreasintheLastFiveYears•(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)EfficacyofGatifloxacinandMoxifloxaci

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

gofthecontentandrememberit.Tobebriefandconcise,omitthephrasesthatdonotexpresssubstantialmeaninginthetitle.E.g.•inthetre

atmentof•studieson•reportofacaseof•investigationon•somethoughtson•aresearchofExamples:(1)StudiesontheEfficacyofGatifloxacinandMoxifloxa

cininSinusitisinAdults: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)Gatifl

oxacinandMoxifloxacininSinusitisinAdults: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Titlesofex

perimentalresearchreportsareusuallyintheformofnounphrases,butnotinsentencesorquestions.Thisisbecausesentencesalwayscontainword

sofgrammaticalfunctionsandpunctuations(Whendoes…?Shouldthe…?Isthere…?),whichmaketitlesredundant.4.AvoidAbbreviationsinTitlesMostjournalswillnot

allowanyabbreviationsinthetitleexceptthoseforInternationalSystemofUnitsofmeasurement(SIunits国际单位制).E.g

.IBM:(InternationalBusinessMachines;Internationalballisticmissile）•Abbreviationscouldleadtothepaperbeingmissedinon-

linesearches.•Theycanbeconfusingtoreadersunfamiliarwiththesubject.5.AuthorTherearetworeasonsforidentifyingwhatauthororgroupconductedtheresear

ch.•Correspondence:Readerswouldknowwhomtocallwithquestions.•CelebrityandResponsibility:Thepaperpublicationisregardedasa

normforvaluingtheprofessionalleveloftheresearcherandtheinstitutionconcerned.Ifanyconsequenceshouldarisefromthepublicationofth

epaper,itistheauthorthattakestheresponsibilityforit.Theprofessionaltitle,administrativerankoracademicdegree

suchas“Professor”,“ChiefManager”,or“Doctor”,etc,arepreferablyomittedbeforethenameofanauthor.Iftheremustbeatitleinclud

ed,itcanbeputwithacommaafterthename.Forexample:HaipingWang,ProfessorDepartmentofBiochemistry,BeifangUniversityBeijing,100871,theP

eople’sRepublicofChinaDifferentjournalsmayhavedifferentrequirementsontheformatofthetitleandauthor.II.Abstr

actandKeywords1.Abstract•Goodabstractshelpthereaderdecidewhethertoreadareportentirelyandfacilitatethereadingofthereport

.•Thetypeofabstractusedinresearchreportsistheinformativeabstract.•RefertoUnit14fordetailsoftheinformativeabstract.2.KeywordsKeyw

ordsarethemostimportantwordsandphrasesrepresentativeofthethemeoftheresearchreportandfrequentlyusedinthe

paper.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。Keywordsshouldbespecificinmeaning.Avoi

dusingwordsthataretoogeneralinmeaning(suchasstudy,research,investigation)askeywordsbecausetheymaycausedifficultyininformationretrieval.Keyw

ordsareusuallyintheformofnouns,notverbs,adverbsoradjectives.Forexample,use“infiltration”insteadof“infiltrate”;“education”insteado

f“educate”.Thenumberofkeywordsislimitedaccordingtotherequirementofthejournal.Majorsectionsoftheresearchreport:➢Introduction➢Methods➢Results➢Dis

cussion/ConclusionsThemajorsectionsformthebodyoftheresearchreport.Ⅲ.IntroductionTheintroductionisthefir

stmajorsectionoftheresearchreport.Itservesasadirectiontoreaders,givingthemtheoutlooktheyneedtounderstandthedetailedinformation

cominginlatersections.Theintroductiongenerallyconsistsoffivepartsinsequence.1.Background:Generalstatementsaboutafieldofr

esearchtoprovidethereaderwithasettingfortheproblemtobereported2.Literaturereview:Morespecificstatementsabouttheaspectsoftheproblemalreadyst

udiedbyotherresearchers3.Researchquestion:Statementsindicatingthespecificsubareathatneedstobefurtherinvestigated4.Purpose:Specificsta

tementsgivingthepurposesorobjectivesofthestudy5.Value:Statementsprovidingajustificationforconductingthestudy

.(Optional)1.BackgroundThebackgroundoftheintroductionprovidesreaderswiththeparticulartopicofyourresearchin

relationtoageneralareaofstudy.Itfollowsafunneltypeofdescriptioninthreesteps:(1)Beginwithacceptedstatementsoffactsrelat

edtoyourgeneralarea.(2)Withinthegeneralarea,identifyonesubareathatincludesyourtopic.(3)Indicateyourtopic.GeneralareaFreshwaterisafundamenta

lrequirementinourdailylives.Astheworldpopulationandindustrialpollutionincrease,ithasbecomequiteclearthattheearth’soncebountifulr

esourcesaredwindling.However,water,oneofthemostpreciousofresources,canbeendlesslyrecycled.Sub-areaThereareseve

ralmethodsthatcanbeusedtotreatandrecyclewaste-water.Someofthemostintriguingincludeusingplantlifetocleansewateraswellasprovid

efoodsourceforanimalsorotherformsofenergy.TopicSeveralwater-plantsarebeinginvestigated,butduckweed,averyuniquetypeo

fwater-plant,maybeveryusefulinrecyclingwaste-water.Example1:Waste-watertreatmentbyusingduckweed2.LiteratureReviewAfterintroducin

gthetopicofyourstudyinthepartofthebackground,youneedtoexplainthepresentsituationofthestudyonthistopic.Theliterat

urereviewisalooking-backonthefindingsbyotherresearchersthathavebeenpublishedinyourfieldofstudy.Literaturereviewhasthreefunc

tions:•Providingthebackgroundinformationneededtounderstandyourstudy.•Demonstratingyourfamiliaritywiththeimportantresear

chthathasbeencarriedoutinyourarea.•Establishingyourstudyasonelinkinachainofresearchesinyourfieldandbuildingcredibilit

yforyourresearchbyshowingthatyourstudyisdirectlyconnectedtoacceptedresearchdonepreviously.Inliteraturereview,y

ouneedtoincorporatetheideasfromothersinyourwriting.Dependingondifferentpurposesandcontent,citationsinaliteraturereviewcanbearrangedinseveraldiffe

rentways.•OrderofCitations•VerbTenseinCitations1.OrderofCitationsYoucanarrangetheminorderfromgeneraltospecific—thatis,f

romthosemostdistantlyrelatedtoyourstudytothosemostcloselyrelatedtoit,asinexample1.Inaliteraturereviewdescribi

ngthehistoryofresearchinanarea,youmayarrangeyourcitationsinchronologicalorder—whathappenedfirstismentionedfirst,asinexample2.Ifyouhaveal

argenumberofcitationstoincludeinyourliteraturereview,youcangroupthemaccordingtothedifferentapproachestotheresearchproblemtakenbyd

ifferentauthors.Thecitationswithineachgroupcanthenbeorderedchronologicallyorfromgeneraltospecific,asinexample3.Mosteducators

inChinaseemtoagreethatthemicrocomputerwillplayanimportantroleinteaching.Wang(1994)andTaylor(1990)predictedasig

nificantincreaseinthenumberofcomputersinbothschoolsandhomesinthenearfuture.Stickel(1992)identifiedthreetypesofmicrocomp

uteruseinclassrooms:astheobjectofacourse,asasupporttool,andasameansofprovidinginstruction.LiandHuang(1995)reportedfourusesof

microcomputersinteachingmedicine:drillandpractice,tutorial,simulation,andproblemsolving.Example1CitationsArrangedintheOrderfromGeneraltoSpeci

ficThestudyofconsumercomplainingbehaviorhasprogressedsteadilyovertheyears.BarnumandLevinson(1996)foundthatdissatisfiedconsumer

schoosetoseekredress,engageinnegativeword-of-mouthbehavior,orexitbasedupontheperceivedlikelihoodofsuccessfulredress;F

raserandBrown(2000)reportedthatdissatisfiedconsumers’reactionsarebasedupontheirattitudetowardcomplaining;Gerson(2004)s

tatedthattheirreactionsarebasedupontheinvariabilityandcontrollabilityoftheproblem;andHoupandLannon(2005)discoveredthattheirreactionsarebase

duponthelevelofproductimportance.Consumerswhoaredissatisfiedwithaproductthattheyfeelisimportantaremorelikelytoseekredress(Pattow2010).Example2Citatio

nsinChronologicalOrderTheCETisestablishedonthetesttheoriesofstructuralism(Liu2003:131),whichdivideslan

guageintodiscretepointsandteststhemintheformofmultiple-choicequestions.Itsadvantagesareitsconvenienceformachinegrading,itsobjectiveness,anditswideco

verageoflanguageknowledge.However,thediscrete-pointtestviewslanguageabilityasadiscretesystem(Li2002:34),andthusdivideslanguageintosepa

ratelanguagepoints,suchasgrammarandvocabulary,andteststhemseparately.Theproblemisthatlanguageincommunicationisinasyn

theticformsincephonetics,grammar,andvocabularyareintegratedasawhole.Therefore,byfocusingontestingstudents’receptiveabilitywhileneglectingtheirp

roductiveability,themultiple-choicetestcannotreflectstudents’communicativecompetenceobjectively(Hanetal.2004:

18).Example3CitationsArrangedAccordingtoDifferentAspectsoftheIssue2.VerbTensesinCitations.Beginnerswi

llfinditisdifficulttodecidethetenseofcitations.Thetensechoiceofcitationsisrelatedtothefocusofthecitation

inthesentenceinthreeways:•Informationprominent•Weakauthorprominent•Authorprominent(1)InformationprominentWhenthefocusofyourcitationisonthe

information,youshouldwritethecitationinthepresenttense.Thepresenttenseisusedwhentheinformationyouarecitingisgenerallyacceptedasfact.E.

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

portantaremorelikelytoseekredress(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)WeakauthorprominentWhenthefocusofyourcitationisontheresearchareao

fseveralauthors,youshouldusethepresentperfecttenseinthesentence.E.g.③Quiteafewinvestigatorshavestudiedt

heconsumercomplainingbehaviorovertheyears(Pattow2010;HoupandLannon2005;Gerson2004;FraserandBrown2000).④Severalresearchershavestudiedtherelations

hipbetweenspiralbacteriaandgastritis螺旋菌与胃炎的关系(Andrews1996;Nicholson1994,Taylor1989;Howren1985).(3)Auth

orprominentWhenthefocusofyourcitationisontheauthor,thatis,whenyouusethenameoftheauthorasthesubjectofthesentence,youshouldusethesim

plepasttenseinitspredicate.E.g.⑤FraserandBrown(2000)reportedthatdissatisfiedconsumers’reactionsarebasedontheirattitudesto

wardcomplaining.⑥Stickel(1992)statedthattherewerethreetypesofmicrocomputeruseinclassrooms.Tensesinsubordinateclauses:Althoug

hthesimplepasttenseisusedinthemainclauseoftheauthorprominentsentences,thetensesusedintheobjectclausetoreportthefindi

ngsaredifferent.•Ifthefindingsofthestudyaregenerallyacceptedasfact,presenttenseisused(E.g.5).•Ifthefindingsofthestudy

arelimitedtothatstudybutnotacceptedastrueinallcases,pasttenseisadopted(E.g.6).3.ResearchQuestionThepurpo

seofresearchquestionistosumuptheliteraturereviewandpointoutasubareathatisnottreatedinthepreviousliterature,butthatisimportantfromviewofyourwork.Usua

llythispartisaccomplishedinonlyoneortwosentences.Therearethreealternativesyoucanchoosefrominstatingyourr

esearchquestion.(1)Indicatingthatthepreviousliteratureisinadequatebecauseanimportantaspectoftheresearchareahasbe

enignoredbyotherauthors.Example:Manydemographicfactorsaffectingfood-buyingdecisions,includingage,education,inc

omeandexperience,havebeenstudied.However,religionisaspecializedfactoraboutwhichlittleisknown.(2)Indicatingthatth

ereisanunresolvedconflictamongtheauthorsofpreviousstudiesconcerningtheresearchtopic.Example:StudiesbyJackson(1985)andTaylo

r(1992)indicatedsuperiorresultswiththecommunicativeapproachwhilestudiesbyEllis(1983),Howren(1990)andKemble(1994)indicatedlittleornosignificant

effect.Therefore,morestudiesneedtobeconductedtoascertaintheeffectsofthecommunicativeapproachinteachingvarioussubjectsinavarietyoflearningsituatio

ns.(3)Indicatingthatanexaminationofthepreviousliteraturesuggestsanextensionofthetopic,orraisesanewdirectionn

otpreviouslystudiedbyothersinyourfield.Example:Whilemostoftheliteratureonbusinessriskandriskresponsetreatsonlyprod

uctionandpricerisk,weintendtointroducethenotionoffinancialriskintothedecision-makingprocess.Theresearchquestiong

enerallyconsistsofthreeparts:SignalWordMissingInformationResearchTopicHowever,littleinformationisavailableonfinancialriskinthedecision-ma

kingprocess.Butfewstudieshavereportedontheeffectsofthecognitivestrategytraininginlanguagelearning.4.PurposeThestatementofpurposefollowstheresearchq

uestiondirectly.Itanswerstheneedexpressedinthequestionforadditionalresearchinyourareaofstudy.Youmaywritethestatementofpurposefro

moneofthefollowingtwoorientations:•theperspectiveofthereportitself;•theperspectiveoftheresearchactivity.(

1)TheReportPerspectiveInthereportperspective,thepaperorreportservesasthesubject(orpartofthesubject)ofthesentence.Thepresentorfuturetenseisus

uallyusedinthiskindofstatement.E.g.•Thepurposeofthispaperistodeterminewhetherthecognitivestrategytrainingcanimprovestudents’learningability.•

Thisthesiswilldealwiththeimplementationandoperationofanautomaticmeasurementsystemappropriateforclassroomandlaboratorydemonstrations.(2)TheResearchP

erspectiveIntheresearchperspective,thestatementofpurposereferstotheresearchactivityratherthanthereport.Thepas

ttenseisusuallyusedinthiskindofstatement.E.g.•Theobjectiveofthisresearchwastogivethemostdirectanswerpossibletoth

equestionofhowlongadvertisingaffectssales.•Theaimofourexperimentwastodetermineifanimperfectlisteningtypewriterwouldbeusefulforco

mposingletters.5.ValueThestatementofvaluejustifiesyourresearchonthebasisofitspotentialbenefitorsignifican

cetootherresearchersinthefieldortopeopleworkinginpracticalsituations.Itcanbewrittenfromtwoalternativeperspectives:valueinpractice

orvalueintheory.Youmaywritethestatementfromtheperspectiveofthepracticalbenefitsthatmayresultfromapplyingthefindingsofyourresearch.•Th

eresultsofthisstudycouldbeusefultoeducatorsresponsibleforplanningcourseworkinforeignlanguageeducation.•Thisresearchmayprovideana

lternativeapproachtoperformingdelicatebrainsurgery.Youmaywriteastatementofvaluethatemphasizesthetheoreticalimportanceofyourstudy

.Inthisway,youcontributetotheknowledgeinyourspecificareaofresearch.•Bothofthefactorsunderinvestigatio

ninthisstudymaybeofimportanceinexplainingtheetiologyofthisdisease.•Theresultsofthisstudymaysuggestaneedforabroaderhypothesisfor

furtherresearchintothegreen-houseeffectontheenvironment.Thestatementofvalueshouldbewrittenwithtentativenessormodestyonthepartoftheauthor.Us

emodalauxiliaries,suchas“may”or“could”,asisshownintheaboveexamples.Thestatementofvalue,however,isnotincludedineveryintroduction.Itisusu

allyincludedinstudents’theses,dissertations专题（学位）论文,orthesisproposals论文开题报告.Itisalsocommonlyusedinresearchreportsw

rittentodescribeaprojectfundedbyoutsidesources.Ⅳ.MethodThemethodsectionmainlydescribestheprocedureyouf

ollowedinconductingyourresearchandthematerialsyouusedateachstep.Ifthereaderswanttoknowhowthemethodsofyourresear

chmayhaveinfluencedyourresults,oriftheyareinterestedinreplicatingyourresearch,theymustexamineyourmethodcarefully.Thusthissectionisusuallylong

andindetail.1.InformationElementsThemainpartsofthemethodsectionareproceduresandmaterials,whichdescribesth

estepsusedinyourstudyandthematerialsemployedateachstep.However,otherelementsarealsocommonlydescribedinthissection.Thefollowinglistpresen

tsthecommonelementsinthemethodsection.AListofElementsintheMethodSection•OverviewoftheResearch/StudyDesign(E.g.descriptiveore

xperimentalresearch,qualitativeorquantitativeanalysis,casestudy,trendstudy.SeeAppendix1)•SubjectsorSamples(people,animals,things)

•SamplingTechnique(E.g.randomsampling;systematicsampling)•Procedures(stepsinconductingtheresearch)•Materials（equipment,substance,teaching

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

elow10oC)•StatisticalTreatment(methodsofcalculation,E.g.SPSS)Example:InformationElementsinaMethodSectionResearchOverviewThestudywasconductedasathr

ee-groupcontrolledexperimentfollowingthestatic-groupcomparisondesign.Itinvolvedtheuseofthreeexperimentalgroups,includingGroupA,

acontrolgroup;GroupB,atreatmentgroupconsistingofbeginner-levelmicrocomputerusers;andGroupC,atreatmentgroupconsistingofintermediate-levelmicr

ocomputerusers.SamplingtechniqueTherandomsamplingoftheparticipantswasconductedthattheparticipantsrepresentedasampleofstude

ntsinfinancialeducation.Therefore,thefindingsandimplicationsofthestudyshouldbegeneralizedtotheextentthatfuturegroupsofstudentsaresimil

artotheparticipants.Population(Subjects)The30studentsdesignatedasthecontrolgroupweretaughtusingalecture-discussiontechnique.Theothe

r60studentsweredividedintotwotreatmentgroupstoreceivemicrocomputer-assistedinstruction.Studentswiththeabilitytorun

andeditsoftwareprogramswereassignedtotheintermediate-levelgroup,andtheremainingstudentswereassignedtothebeginnersg

roup.ProceduresTheclassescomprisingthecontrolgroupwereorganizedintotwo-hourclasssessionsinthreeconsecutivedays.Thewritte

nevaluationwasgivenduringthefirsthourofthefourthday.Thetreatmentgroupsweregiventhreedaystocompletethetask,wereaskedtokeepa

recordoftheamountoftimeused,andweregiventhewrittenevaluationduringaone-hourtimeperiodofthefourthday.MaterialsThe

materialsusedinteachingexportquotationandcontractwiththelecture-discussionmethodwerethebasisforwritingacomputerteachingprogram.StatisticalTrea

tmentNullhypothesesweredevelopedtotesttheresearchquestionsofthestudy.Analphalevelof.05wasusedintestingthehypotheses.APearsoncorre

lationcoefficientwasusedtoascertaintherelationshipbetweentimespentonmicrocomputer-assistedinstructionandstudentp

erformance.ThedatawereanalyzedwiththestandardstatisticalanalysissystemSPSS.2.ChoiceofVerbTensesThemethodsyouusedincarryingout

yourstudyareusuallywritteninthesimplepasttense.However,ifyourstatementisagenerallyacceptedfactortruth,its

houldbewritteninpresenttense.Examples:•Thoseinterviewedinthestudywere18Chinese-speakingstudentsattendingclassesattheUniversityofPortsmouth.

(specificreference)•AllstudentswhoapplyforadmissiontotheUniversityofPortsmouthtaketheIELTSTest.(generalreference)If

youuseequipmentinyourstudywhichisconventionalinyourfieldandfamiliartomostresearchers,youshoulddescribeitwiththepres

enttense.Examples:•Atypicalrefrigeratorincludesacompressor,acondenserandanevaporator.典型的冰箱包括一个压缩机、一个冷凝器和一个蒸发器。•T

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

ignedmaterialswhichmaynotbefamiliartootherworkersinyourfield,youshoulddescribeitinthepasttense.Ifyoumodifiedacommondevi

ceinaspecialwayforyourstudy,youshouldalsodescribeitinthepasttense.Thefollowingareexamples:•Thesapofthemosaicdiseasedtobaccoplantwasextractedb

ycrushingtheplantwithamincer,whichwasspecificallydesignedforthispurpose.•Thenewreactorwasmoreheavilyeq

uippedthantheothersfortestingpurposes.Morecadmiumrodswereinstalledinordertobeintroducedintocavitiesinthereactortoa

rrestreactionsbyabsorbingneutrons.Thiswastopreventthereactorbecomingunstable.Ⅴ.ResultsTheresultssectionisthe“core”oftheresearchreport.Read

ersexpecttheresultstoprovidethemwithenoughdatatodrawtheirownconclusionsabouttheanswertothequestionposedintheintroduction.Thissecti

onpresentsthefindingsofthestudyinbothfiguresandtext:•Figures(tables,graphs,anddiagrams)presenttheresearchfindingsinnumerica

ltermsordata.•Thetextinterpretsthedataandhelpsthereadertofocusonthemostimportantaspectsoftheresults.1.InformationElementsTheresultssectionusually

consistsofthreekindsofinformation.（1）Locationofdata:statementsthatspecifythefigure(s)wheretheresultscanbefound

.（2）Results:statementsthatexplainthemeaningofdataorotherfindings.（3）Interpretation:statementsthatgivereason

sforcertainresultsorexplaintheirsignificance.Example:MajorInformationElementsinResultsLocationofDataMeanscoresandgeneralresultsofthetestfromeachofthe

threegroupsarepresentedinTable1.2,andtheresultsoftheanalysisofvariancetestarereportedinTable1.3.Resul

tsTheFvalueof8.17,reportedinTable1.3,indicatedasignificantdifferenceingroupmeanscores.TheresultoftheScheffetestshowe

dthattherewasasignificantdifferencebetweenthecontrolgroupandeachoftheCAIgroups.Therewasnotasignificantdifferencefo

undbetweenthetwoCAIgroups.Thetestscoresfromthecontrolgroupwerehigherthanthosefromeithertreatmentgroup.Interpreta-tionThesefindingsindicateth

atthelecture-discussionapproachwasmoreeffectivethanthecomputer-assistedinstruction(CAI)inteachingtheapplicationofprinciplesan

dconceptsoffinance.2.LocationofDataBeforedescribingthedataobtained,youshouldfirsttellthereaderwheretheyare.Thestatementofdatalocationtellswhichf

igure(table,graph,ordiagram)containsthedatamentionedinthetext.Thepresenttenseshouldbeusedtolocatedatainafigure.E.g.•Resu

ltsofthet-testsarepresentedinTable3.•Figure2summarizesthetestresultsoncontaminatedwaters.•Table5presentsthedataforwork

ersholdingskilljobs.3.ResultsandDataResultsaredifferentfromdataalthoughweoftensimplyrefertodataasresults.•Dataarefac

tsinaformofnumbersobtainedfromexperimentsandobservations.•Resultsaregeneralstatementsthatinterpretdata.Ifdatastandalone,readersma

ynotunderstandthemeaningreflectedbythem.Thereforeresultsmustbestatedtoexplainthemeaningofthedata.Examplesshowingd

ifferencesbetweendataandresults(1)Inthe20controlsubjects,themeanrestingbloodpressurewas85±5(SD)mmHg.Inthe

30tennisplayers,themeanrestingbloodpressurewas94±3mmHg.(2)Themeanrestingbloodpressurewashigherinthe30

tennisplayersthaninthe20controlsubjects[94±3(SD)vs.85±5mmHg,P<0.02].(3)Themeanrestingbloodpressurewas10%higherinthe30tennisplayersthaninthe20co

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

hemeaningofthecomparison.•E.g.(2)isavaguestatementoftheresult.Itstatestheresult,presentsthedataaftertheresult,andaddsaPvaluetoprovideevid

encethatthedifferencewasnotlikelytohaveoccurredbychance.However,itfailstopresentthedegreeofthedifferenceincomparison.•E.g.(3

)isaspecificstatementoftheresult.Thestatement“was10%higher”givesaclearerideaofthedegreeofthedifferenceincomparisonthanE.g.(2).4.TypesofResultsTherea

regenerallythreedifferenttypesofresultsthatyoumayneedtoreport,dependingonthekindofstudyyouconduct.•Comparison•Tendency•RelationshipButonethingis

thesame—alwaysusingpasttenseinreportingresults.(1)ComparisonResultsofthistypeinvolveacomparisonamonggroups,oftenoneormoreexperimentalgroupswithacon

trolgroup.Inthesecasesthestatementsareoftenwrittenwithexpressionsofcomparativeorsuperlativedegrees.•Meantimetorecove

rywassignificantlyfasterinthetreatmentgroupthanintheplacebogroup(6.5vs.14.1days,p<0.05).•Thehighestin

cidenceofhepatitiswasfoundamongpeopleinthenorthpartofthestate.(2)TendencyResultsofthistypeshowtheten

dencyofavariabletofluctuateovertime.Toreportsuchresults,youshoulduseverbsandexpressionsofvariationinyourstateme

nts.Thecommonlyusedsentencepatternisasfollows:Variable+VerborVerbPhraseofVariation+TimePeriod变量+表示变化的动词+时间段Examplesshowingthetendency:•Theoilpr

icesshowedatendencytoincrease/decrease(ortendtoincrease/decline)overthefive-yearperiod.•Theconcentrationofchlorineintheatmosphereincreas

ed(ordecreased,orremainconstant)overtheperiodstudied.(3)RelationshipResultsofthistypeshowtherelationshipofonevariablewithan

other,orrelationshipsamongvariables.Useverbsofcorrelationorassociationinreportingsuchresults.E.g.•Theoccurrenceoftheepi

demicwascorrelatedwith(ornegativelycorrelatedwith,orassociatedwith,orrelatedto)thelocalclimate.•Therewasasignificantpositive(ornegative)relationship

betweenstudents’priorexperienceofthematerialandtheirtestscores.5.InterpretationofResultsAlthoughthemoregeneralcommentsonre

sultsarereservedforthesectionofdiscussion,itisoccasionallynecessaryforyoutoincludeabriefinterpretationofthestatisticalanalysis.Thissave

sworkforthereader,andhelpsthemtodistinguishthekeypointsinyourpaper.Wheninterpretingyourresults,younormallyusethep

resenttenseandmodalauxiliaries.Examples:•Thefindingthatbacteriawerepresentinalmostallpatientswithactivechronicgastritismaybeanimportantfactorin

theetiologyofthedisease.•Theseresultsindicatethate-commerceoffersdistinctadvantagesoverconventionalcommerceinthebookmarket.Youmayal

sousetentativeverbsinthepresenttenseinsteadofmodalauxiliariestogeneralizefromresults.Examples:•Itappears(seems,

islikely)thatchildrenwhodisplaylearningproblemsaredependingononlyonecerebralhemisphere.•Theseresultssuggestthatthefin

alpurifiedproteinintheformofacrystalisjustthetobaccomosaicvirus.Wheninterpretingyourresults,youshouldchoose“provingwords”carefully.“Prove”ist

hestrongestwordforyourfindings,butitcanrarelyusedunlessyouareabsolutelysureofyourfindings.Herearesomeothersindescendingorderofstrength.Choosetheo

nethatmatchesthestrengthofyourconclusions.•show•demonstrate•indicate•suggest•imply.Ⅵ.DiscussionThelastmajorsection

oftheresearchreportisusuallytitleddiscussion(sometimescalled“conclusions”).Inthissection,youtakeabroadlookatyourfindingsandyourstudyasawhole.Yo

utrytointerpretthefindingsbyanalyzingtheirfacts,underlyingcauses,effectsandimplicationsinamoregeneralview.1.InformationElementsThekindsofinform

ationinthediscussionsectionarenotfixed.Itdependsmainlyonthefindingsofyourstudy.Youmayincludevariouselementso

finformation,dependingontheproblemsencountered,resultsobtained,possibleapplications,andfurtherresearchnee

ded.Theconventionalorderofthissectionisfromspecificresultstogeneralimplications.Alistofconventionalelement

sinthediscussionsection•Areferencetothepurposeorhypothesisofthestudy•AnanswertotheresearchquestiondevelopedintheIntroduction•Arev

iewofthemostimportantfindings,whetherornottheysupportyouroriginalhypothesis•Comparisonwiththeresultsofotherstudies•Possibleexplanationsfororspe

culationsaboutthefindings•Limitationsofthestudy•Implicationsofthestudy(intheoryorinpractice)•Recommendatio

nsforfutureresearchandpracticalapplicationsReadthefollowingdiscussionsectionfromaresearchreportinthefieldofeducation.Inthisstudythetea

chingresultsofthetraditionallecture-discussionapproachandthecomputer-assistedinstructionwerecompared.N

oticetheinformationelementsthatareincludedinthisexampleandtheorderofinformation.InformationElementsinaDiscussionSectionReferencetotheorig

inalhypothesisWedevelopedfollowingnullhypothesestotesttheresearchquestionsofthestudy:1)therewouldbenosignificantd

ifferenceamonggroupmeanscores;2)therewouldbenosignificantrelationshipbetweentheamountoftimeutilizedbythestudentswithcomputer-assistedinst

ructionandstudents’testscores.AnswertotheresearchquestionThefindingsofourstudyindicatethatourfirsthypothesiswasrejected;oursecondhypothesis,h

owever,wasnotrejected.FindingssupportingtheanswerThefollowingconclusionsaresubjecttotheconditionsandlimitationsofthisstudy:(a)thelecture-discussionap

proachwasmoreeffectivethanthecomputer-assistedinstructioninteachingtheapplicationofprinciplesandconceptsin

medicine;(b)theamountoftimespentbystudentssubjectedtothecomputer-assistedinstructiondidnotsignificantlyaffecttheirscoreswhengivenfreedomtoselectthea

mountoftimespent.ExplanationforfindingsandcomparisonwithotherstudiesThefindingsindicatethatthelecture-dis

cussionmethodofteachingwasmoreeffectivethanthecomputer-assistedtechniqueinteaching.ThisconfirmstheearlierstudiesbyJeffers

on,(1985),Gless(1987)andHowren(1988).Thepossibleexplanationisthatthestudentsinthecontrolgroupweretaughtmorepersonallyandsystematicallyduringregul

arhourswhilethetreatmentgroupsparticipatedduringlaboratorytimeattheirownsweetwill.LimitationsandcomparisonwithotherstudiesSincemanystudiesindi

catedthatstudentsusingcomputer-assistedinstructionhavegenerallyperformedaswellorbetterthanstudentsundertraditionallecture-discussioninstruction(Tayl

or1986,Horne1988&Clark1989),thedifferenceinperformancefoundinthisstudyshouldbecarefullyevaluated.Thefindingsmi

ghthavebeendifferentifallstudentshadspentaminimumof12hoursusingthecomputerprogram.Inaddition,themethodologicalproble

msintheresearchdesignlimitourinterpretations.RecommendationforfurtherresearchFurtherstudiesshouldcomparegroupsusingamixoftraditionalinstructio

nandcomputer-assistedinstruction,andshouldrequireboththecontrolandthetreatmentgroupstospendaspecificamountoftimeontheteachingcourse.The

challengeformedicaleducatorsistobetterutilizethecapabilitiesofcomputer-assistedinstructioninthelearningenvironment.Ref

erencetotheoriginalhypothesisWedevelopedfollowingnullhypothesestotesttheresearchquestionsofthestudy:1)t

herewouldbenosignificantdifferenceamonggroupmeanscores;2)therewouldbenosignificantrelationshipbetweentheamountoftimeutilizedbythestudentswithcompu

ter-assistedinstructionandstudents’testscores.AnswertotheresearchquestionThefindingsofourstudyindicat

ethatourfirsthypothesiswasrejected;oursecondhypothesis,however,wasnotrejected.DiscussionfromUsingComputersinTeachingFinding

ssupportingtheanswerThefollowingconclusionsaresubjecttotheconditionsandlimitationsofthisstudy:(a)thelecture-discussionapproachwasmoreeffectivethanthe

computer-assistedinstructioninteachingtheapplicationofprinciplesandconceptsoffinance;(b)theamountoftimespentbystudentssubjectedtothecomputer-assiste

dinstructiondidnotsignificantlyaffecttheirscoreswhengivenfreedomtoselecttheamountoftimespent.ExplanationforfindingsandcomparisonwithotherstudiesTh

efindingsindicatethatthelecture-discussionmethodofteachingwasmoreeffectivethanthecomputer-assistedtechniqueinteaching.Thisconfirmstheearlierstudiesb

yJefferson,(1985),Gless(1987)andHowren(1988).Thepossibleexplanationisthatthestudentsinthecontrolgroupweretaughtm

orepersonallyandsystematicallyduringregularhourswhilethetreatmentgroupsparticipatedduringlaboratorytimeattheirownwill.Limitationsandcomparisonwit

hotherstudiesSincemanystudiesindicatedthatstudentsusingcomputer-assistedinstructionhavegenerallyperformedas

wellorbetterthanstudentsundertraditionallecture-discussioninstruction(Taylor1986,Horne1988&Clark1989),thedifferenceinperforman

cefoundinthisstudyshouldbecarefullyevaluated.Thefindingsmighthavebeendifferentifallstudentshadspentaminimumof12hoursusingthecompu

terprogram.Inaddition,themethodologicalproblemsintheresearchdesignlimitourinterpretations.RecommendationforfurtherresearchFurtherstudiessho

uldcomparegroupsusingamixoftraditionalinstructionandcomputer-assistedinstruction,andshouldrequirebotht

hecontrolandthetreatmentgroupstospendaspecificamountoftimeontheteachingcourse.Thechallengeforeducatorsoffinanceistobetterutili

zethecapabilitiesofcomputer-assistedinstructioninthelearningenvironment.2.VerbTensesandSentencePatternsThever

btensesusedinthediscussionsectiondependonthetypeofinformationyouwanttopresent.Thefollowingexamplesillustratethemostcommonly

usedtensesandsentencepatternsforeachkindofinformationelementsinthissection.(1)Whenreferringtothepurposeor

hypothesisofthestudy,youshouldusethesimplepasttense.E.g.•Thisresearchattemptedtoassesstheapplication

ofcognitivestrategiesinteaching.•Inlinewiththehypothesis,weassumedthatphysicaldecrementswouldbemoreapparentinspeedjo

bsthaninskilljobs.•Itwasanticipatedthatcomputer-assistedinstructionwouldperformaswellasorbetterthanlecture-discus

sioninstruction.(2)Inreviewingimportantfindings,youshouldusuallyusethesimplepasttense.E.g.•TheStudents’experiencewitht

hemicrocomputerhadnoeffectontheirtestscores.•Thespiralbacilliwerepresentinalmostallpatientswithactivechronicgastritis,du

odenalulcer,orgastriculcer.(3)Inexplainingpossiblereasonsforthefindings,youmayusethepasttense,presenttense,ormodalverbsdepe

ndingontheconditionoftheexplanation.①Iftheexplanationforthespecificfindingsisrestrictedtoyourstudy,usepasttense.E.g.•Itispossiblethatmicr

obialactivitycausedsomeinfectionintherightlungofthepatients.•Itappearsthatthemicrocomputer-assistedlearningmoduleswereaseasyforthebeginner

stouseasfortheintermediate-levelusers.②Ifitreferstoageneralcondition,youshouldchoosepresenttense.Youmayalsousemodalauxilia

riestoemphasizethespeculativenatureofthesestatements.E.g.•Theseresultscanbeexplainedbyassumingthatwomenaregenerallymorecarefulindelicateworkthanmen.

•Onereasoncouldbethatskillsandexperienceincreasewithage.(4)Inexplainingthelimitationsofthefindings,youmayusethepasttense,presenttense,ormodalauxiliar

ies,dependingonwhetherthelimitationisrestrictedtoyourstudy(past)orwhetheritreferstoageneralcondition(present).E.g.•Thesampleusedinourexperimentwasqu

itesmall.(restrictedtothestudy)•Theteachingexperimentsonothersubjectsmayproducedifferentresults.(generalcondition)(5)Incomparin

gyourfindingstothoseofotherresearchers,commonlyusethepresenttense.E.g.•OurresultsareinsubstantialagreementwiththoseofGl

ess(2001).•ThisconfirmsearlierfindingsbyTaylorandEble(1996)formedicalinsuranceintheUnitedStates.(6)In

explainingimplications,usethesimplepresenttense,modalauxiliaries,ortentativeverbs.E.g.•Itappearsthatthecurvedbacillibehavea

sanimportantfactorintheetiologyofthesediseases.•Thisstudysuggeststhatmanagementbyobjectives(MBO)mayhaveafavorableimpactonperformancea

ndsatisfactioninpublicsectoragencies.(7)Inexplainingrecommendationsandapplicationsofyourstudy,usethesimplepresenttenseandmodalaux

iliaries.E.g.•Theapproachoutlinedinthisstudyshouldbereplicatedinotherlaboratories.•Werecommendthatmoreforethoughtandplanningberequ

iredbeforethetrainingreceivedindevelopedcountriescanbeoptimallyappliedinlessdevelopedcountries.•Clearly,thistechniquehaspromiseasatoolinevaluating

waterqualities.GuidelinesforVerbTensesinaResearchPaper:TensesApplicationsThepresenttenseGeneralcondi

tionsGenerallyacceptedfactsThepasttenseStatementsrestrictedtotheresearchitself(purposes,methods,results)Thepresenttense(modalau

xiliariesandtentativeverbs)Interpretationofyourfindingsandyourstudyasawhole;(causes;reasons;comparison;limitation;implication;recommendation)VII.A

cknowledgementsAcknowledgementsaremainlyusedtoexpresstheauthor’sindebtednesstothoseotherthanauthorswhohavehelpedi

ntheresearchbyofferinganyusefulmaterials,specimen,technicalknow-how,suggestions,orfinancialaidtotheauthor.Thissectionusuallyc

onsistsoftwoparts:•Acknowledgementofpersonalorinstitutionalassistance•Acknowledgementoffinancialsupportfromdifferentsources1

.AcknowledgementsofPersonalandInstitutionalAssistanceThefollowingareexamplesofacknowledgementstopersonalandinstitutionalassistance.The

arrangementusuallyfollowstheorderthatthosewhomadegreatercontributioncomebeforethosewhomadelesscontribution,andindividualscomebeforeinstit

utions.•WearegratefultoDr.ZhangDongfortechnicalassistance.•Otherresearcherswhocontributedtothisstudywere:LiWeiping,MD,HeJi

an,MS,andWangYun,MS.•TheauthorwishestoexpresshismostsincereappreciationtoProfessorZhaoMingyue,whoreadthema

nuscriptcarefullyandgavevaluableadvice.TremendousthanksareowedtoDr.LuYingforhelpingtheauthorwiththestatisticalanalysis.Theauthorisalsoindebtedto

BeijingFriendshipHospitalforofferingsomespecimens.2.AcknowledgementstoFinancialSupportThefollowingareexamplesandcommonly

usedpatternsforacknowledgementstofinancialsupport.•ThisstudywassupportedbytheUnitedNationsEducational,Scient

ific,andCulturalOrganization.•TheauthorisgratefultotheNationalNaturalScienceFoundationofChinaforitsfinancialsupp

ortforthisproject.•WethanktheNationalSocialScienceFoundationofChinaforprovidingthefinancialsupport.NotesonAcknowledg

ements:•Thewordingandexpressionsusedinanacknowledgementshouldbeappropriate.Eitherunderstatementoroverstatementshouldbeavoided.•Itisadvisablen

ottomentiontoomanypersonswhohavemadeinsignificantorverygeneralhelptotheresearch.Forexample,typistsorillustratorsarenotmentioned.•Theauthorshould

notifytheaddresseeoftheacknowledgementandobtainhisorherpermissionbeforepublication.VIII.ReferencesAreferenceisanoteinaresearchr

eportreferringthereadertoanothersource.Thepurposesofreferencesinexperimentalresearchpapersaretogivecredittothe

ideasandfindingsofothersandtodirectreaderstosourcesoffurtherinformation.Fordetailsofin-textcitationsandreferencelists,refertothesectiono

fDocumentingYourSourcesinChapter7.IX.AppendixesAppendixesareusedtoincludeinformationthatwouldbetoolengthyorinterruptiveif

placedinthebodyofthereport.Theyaregenerallyfulltextsofquestionnaires,surveys,orotherdatacollectiondocumentsusedin

theresearch.Itistheusualpracticetosubmitappendixestothejournaltogetherwithyourreport,eventhroughtheywillnotbepublish

ed.Appendixescanhelpeditorsorreviewerstojudgewhetheryourfindingsarevalid.X.SummaryThemajorpartsofanexperimentalresearchreportwehavel

earntinthisunit:•Title•Keywords•Introduction•Methods•Results•DiscussionorConclusionReview:•Informationele

mentsincludedineachpart•Orderoftheinformationelements•Commonlyusedsentencepatternsforeachelement•Commonlyusedvocabulary

andthechoiceoftensesinthesentences