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

norconclusions7.Acknowledgements8.References9.AppendixesOverviewAresearchreportisapaperwrittenbyaresearcherorresearcherstodescribeast

udythathasbeencompleted.Thepurposeofthereportistoexplaintootherstheobjectives,methods,andfindingsofthestudy.Thedissertationorgraduationthesistha

tyouaregoingtowritebelongstothiskindofwriting.Therefore,youneedtolearnhowtowritetheresearchreport.Theorganizationalformatforallresearchreportsis

basicallythesame,regardlessofthefieldofstudyinwhichtheauthorisworking.1.TitleandAuthor2.AbstractandKeywords3.Intr

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

hor1.IncludeAllKeyInformationintheTitleThetitleofaresearchpapershouldbe:•consistentwiththecontentsofthearticle;•highlyreprese

ntativeofthecentralideaofthepaper.Thetitlegenerallyincludesinformationonthefollowingaspects.Informationelementsinthetitle:

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

s条件•Theexperimentalapproach研究方法Practice:Readthefollowingtitlesandtellwhatinformationelementsareineachtitle.(1)Effectso

fCross-borderE-commerceonPettyCommoditySalesfromSmallFactoriesinYiwu•(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+condi

tions)•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•Makesurethatthetitlecontainsalltheinformationrelevant

toyourreaders.•Usespecificwordstoexpressthemeaningofthetitleconcretely.•Keepthekeywordsinthetitleforpaperretrieval.•Title

sthataretoogeneralcancausedifficultiesinon-linesearching.Comparethefollowingpairsofexamplesandseethedifferenc

es.Example1:(1)ResearchintoComputerPrices•(toogeneral)•电脑价格研究(2)ComputerPricesinRelationtoItsSalesinBeijingAreasintheLastFiveYears•(independent

variable+dependentvariable+condition)(concrete)•近五年北京地区电脑价格与其销量的关系Example2:(1)AntibioticTreatmentofResp

iratoryInfections•(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,itwouldbedifficultforreaderstocatchthemeaningofthecontentandrem

emberit.Tobebriefandconcise,omitthephrasesthatdonotexpresssubstantialmeaninginthetitle.E.g.•inthetreatmentof•studieson•repo

rtofacaseof•investigationon•somethoughtson•aresearchofExamples:(1)StudiesontheEfficacyofGatifloxacinandMoxifloxacininSinusitisinAdults

: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:aMultic

enterDouble-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,butnotins

entencesorquestions.Thisisbecausesentencesalwayscontainwordsofgrammaticalfunctionsandpunctuations(Whendoes…?Shouldthe…?Isthere…

?),whichmaketitlesredundant.4.AvoidAbbreviationsinTitlesMostjournalswillnotallowanyabbreviationsinthetitleexceptthosefo

rInternationalSystemofUnitsofmeasurement(SIunits国际单位制).E.g.IBM:(InternationalBusinessMachines;Internationalballisticmissile）•Abbreviationscou

ldleadtothepaperbeingmissedinon-linesearches.•Theycanbeconfusingtoreadersunfamiliarwiththesubject.5.AuthorTherearetwore

asonsforidentifyingwhatauthororgroupconductedtheresearch.•Correspondence:Readerswouldknowwhomtocallwithquestions.•CelebrityandResponsibility:Thepa

perpublicationisregardedasanormforvaluingtheprofessionalleveloftheresearcherandtheinstitutionconcerned.Ifanyconsequencesho

uldarisefromthepublicationofthepaper,itistheauthorthattakestheresponsibilityforit.Theprofessionaltitle,administrativerankoracademicde

greesuchas“Professor”,“ChiefManager”,or“Doctor”,etc,arepreferablyomittedbeforethenameofanauthor.Iftheremus

tbeatitleincluded,itcanbeputwithacommaafterthename.Forexample:HaipingWang,ProfessorDepartmentofBiochemistry,BeifangUniversityBe

ijing,100871,thePeople’sRepublicofChinaDifferentjournalsmayhavedifferentrequirementsontheformatofthetitleandaut

hor.II.AbstractandKeywords1.Abstract•Goodabstractshelpthereaderdecidewhethertoreadareportentirelyandfac

ilitatethereadingofthereport.•Thetypeofabstractusedinresearchreportsistheinformativeabstract.•RefertoUnit14fordetailso

ftheinformativeabstract.2.KeywordsKeywordsarethemostimportantwordsandphrasesrepresentativeofthethemeoftheresearchreportandfr

equentlyusedinthepaper.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。Keywordsshouldbespec

ificinmeaning.Avoidusingwordsthataretoogeneralinmeaning(suchasstudy,research,investigation)askeywordsbecausetheymayca

usedifficultyininformationretrieval.Keywordsareusuallyintheformofnouns,notverbs,adverbsoradjectives.Forexample,use“in

filtration”insteadof“infiltrate”;“education”insteadof“educate”.Thenumberofkeywordsislimitedaccordingtotherequire

mentofthejournal.Majorsectionsoftheresearchreport:➢Introduction➢Methods➢Results➢Discussion/ConclusionsT

hemajorsectionsformthebodyoftheresearchreport.Ⅲ.IntroductionTheintroductionisthefirstmajorsectionoftheresearchreport.

Itservesasadirectiontoreaders,givingthemtheoutlooktheyneedtounderstandthedetailedinformationcominginlatersections.Thein

troductiongenerallyconsistsoffivepartsinsequence.1.Background:Generalstatementsaboutafieldofresearchtoprovidethereaderwithasettingforthe

problemtobereported2.Literaturereview:Morespecificstatementsabouttheaspectsoftheproblemalreadystudiedbyotherresearchers3.Re

searchquestion:Statementsindicatingthespecificsubareathatneedstobefurtherinvestigated4.Purpose:Specificst

atementsgivingthepurposesorobjectivesofthestudy5.Value:Statementsprovidingajustificationforconductingthe

study.(Optional)1.BackgroundThebackgroundoftheintroductionprovidesreaderswiththeparticulartopicofyourresearchinrelationtoageneralareaofstudy.Itfollow

safunneltypeofdescriptioninthreesteps:(1)Beginwithacceptedstatementsoffactsrelatedtoyourgeneralarea.(2)Withintheg

eneralarea,identifyonesubareathatincludesyourtopic.(3)Indicateyourtopic.GeneralareaFreshwaterisafundamentalrequirementinourdailylives.Asthewor

ldpopulationandindustrialpollutionincrease,ithasbecomequiteclearthattheearth’soncebountifulresourcesaredwindling.However,water,oneofthemostpreciou

sofresources,canbeendlesslyrecycled.Sub-areaThereareseveralmethodsthatcanbeusedtotreatandrecyclewaste-water.Someofthe

mostintriguingincludeusingplantlifetocleansewateraswellasprovidefoodsourceforanimalsorotherformsofener

gy.TopicSeveralwater-plantsarebeinginvestigated,butduckweed,averyuniquetypeofwater-plant,maybeveryusefulinrecyclingwaste-water.Example1:W

aste-watertreatmentbyusingduckweed2.LiteratureReviewAfterintroducingthetopicofyourstudyinthepartofthebackground,youneedtoexplainthepresentsitu

ationofthestudyonthistopic.Theliteraturereviewisalooking-backonthefindingsbyotherresearchersthathavebee

npublishedinyourfieldofstudy.Literaturereviewhasthreefunctions:•Providingthebackgroundinformationneededtounderstandyo

urstudy.•Demonstratingyourfamiliaritywiththeimportantresearchthathasbeencarriedoutinyourarea.•Establishingyourstudyasonelinkin

achainofresearchesinyourfieldandbuildingcredibilityforyourresearchbyshowingthatyourstudyisdirectlyconnectedtoacceptedre

searchdonepreviously.Inliteraturereview,youneedtoincorporatetheideasfromothersinyourwriting.Dependingondifferentpurposesandcontent,citationsin

aliteraturereviewcanbearrangedinseveraldifferentways.•OrderofCitations•VerbTenseinCitations1.OrderofCitationsYoucanarrangeth

eminorderfromgeneraltospecific—thatis,fromthosemostdistantlyrelatedtoyourstudytothosemostcloselyrelatedtoit,asinexample1.Inaliter

aturereviewdescribingthehistoryofresearchinanarea,youmayarrangeyourcitationsinchronologicalorder—whatha

ppenedfirstismentionedfirst,asinexample2.Ifyouhavealargenumberofcitationstoincludeinyourliteraturereview,youcangroup

themaccordingtothedifferentapproachestotheresearchproblemtakenbydifferentauthors.Thecitationswithineachgroupcanthenbeorderedchronolo

gicallyorfromgeneraltospecific,asinexample3.MosteducatorsinChinaseemtoagreethatthemicrocomputerwillplayanimportantroleinteach

ing.Wang(1994)andTaylor(1990)predictedasignificantincreaseinthenumberofcomputersinbothschoolsandhomesinthenearfuture.Stickel(1992)identifiedth

reetypesofmicrocomputeruseinclassrooms:astheobjectofacourse,asasupporttool,andasameansofprovidinginstruction.LiandHuang(1995)reportedfouruse

sofmicrocomputersinteachingmedicine:drillandpractice,tutorial,simulation,andproblemsolving.Example1Citati

onsArrangedintheOrderfromGeneraltoSpecificThestudyofconsumercomplainingbehaviorhasprogressedsteadilyovertheyears.BarnumandLevinson(

1996)foundthatdissatisfiedconsumerschoosetoseekredress,engageinnegativeword-of-mouthbehavior,orexitbasedupontheperceivedlikelihoodofsuccessfulr

edress;FraserandBrown(2000)reportedthatdissatisfiedconsumers’reactionsarebasedupontheirattitudetowardcompl

aining;Gerson(2004)statedthattheirreactionsarebasedupontheinvariabilityandcontrollabilityoftheproblem;andHoupandLannon(2005)discoveredthattheirreacti

onsarebaseduponthelevelofproductimportance.Consumerswhoaredissatisfiedwithaproductthattheyfeelisimportantaremorelikelytos

eekredress(Pattow2010).Example2CitationsinChronologicalOrderTheCETisestablishedonthetesttheoriesofstructuralism(Liu2003

:131),whichdivideslanguageintodiscretepointsandteststhemintheformofmultiple-choicequestions.Itsadvantagesareits

convenienceformachinegrading,itsobjectiveness,anditswidecoverageoflanguageknowledge.However,thediscrete-pointtestviewslanguageabilityasadis

cretesystem(Li2002:34),andthusdivideslanguageintoseparatelanguagepoints,suchasgrammarandvocabulary,andteststhemsep

arately.Theproblemisthatlanguageincommunicationisinasyntheticformsincephonetics,grammar,andvocabularyareintegratedasawhole.Therefore,byfocusingonte

stingstudents’receptiveabilitywhileneglectingtheirproductiveability,themultiple-choicetestcannotreflectstudents’communi

cativecompetenceobjectively(Hanetal.2004:18).Example3CitationsArrangedAccordingtoDifferentAspectsoftheIssue2.VerbTensesinCit

ations.Beginnerswillfinditisdifficulttodecidethetenseofcitations.Thetensechoiceofcitationsisrelatedtothefocusofthecitationinthesentenceinthreeways:•

Informationprominent•Weakauthorprominent•Authorprominent(1)InformationprominentWhenthefocusofyourcitationisontheinformation,y

oushouldwritethecitationinthepresenttense.Thepresenttenseisusedwhentheinformationyouarecitingisgenerallyacceptedasfact.E.g.①TheCETis

basicallyestablishedonthetesttheoriesofstructuralism结构主义测试理论(Liu2003:131).②Consumerswhoaredissatisfiedwithaproductthatthe

yfeelisimportantaremorelikelytoseekredress(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)WeakauthorprominentWhenthe

focusofyourcitationisontheresearchareaofseveralauthors,youshouldusethepresentperfecttenseinthesentence.E

.g.③Quiteafewinvestigatorshavestudiedtheconsumercomplainingbehaviorovertheyears(Pattow2010;HoupandLannon2005;G

erson2004;FraserandBrown2000).④Severalresearchershavestudiedtherelationshipbetweenspiralbacteriaandgastritis螺旋菌与胃炎的关系(Andrews1

996;Nicholson1994,Taylor1989;Howren1985).(3)AuthorprominentWhenthefocusofyourcitationisontheauthor,thatis,when

youusethenameoftheauthorasthesubjectofthesentence,youshouldusethesimplepasttenseinitspredicate.E.g.⑤FraserandBrown(2000)re

portedthatdissatisfiedconsumers’reactionsarebasedontheirattitudestowardcomplaining.⑥Stickel(1992)statedthattherewerethreetypesofmic

rocomputeruseinclassrooms.Tensesinsubordinateclauses:Althoughthesimplepasttenseisusedinthemainclauseoftheauthorprominentsentences,thetensesusedint

heobjectclausetoreportthefindingsaredifferent.•Ifthefindingsofthestudyaregenerallyacceptedasfact,presenttenseisused(E.g.5).•Ifthefinding

softhestudyarelimitedtothatstudybutnotacceptedastrueinallcases,pasttenseisadopted(E.g.6).3.ResearchQuestionThepurpose

ofresearchquestionistosumuptheliteraturereviewandpointoutasubareathatisnottreatedinthepreviousliterature,butthati

simportantfromviewofyourwork.Usuallythispartisaccomplishedinonlyoneortwosentences.Therearethreealternativesyoucanchoosefrominsta

tingyourresearchquestion.(1)Indicatingthatthepreviousliteratureisinadequatebecauseanimportantaspectoftheresearchareahasbeenignoredbyotherauthors.Exam

ple:Manydemographicfactorsaffectingfood-buyingdecisions,includingage,education,incomeandexperience,havebeenstudied.Ho

wever,religionisaspecializedfactoraboutwhichlittleisknown.(2)Indicatingthatthereisanunresolvedconflictamongtheauthorsofpreviousstudiescon

cerningtheresearchtopic.Example:StudiesbyJackson(1985)andTaylor(1992)indicatedsuperiorresultswiththecommunicativeapproach

whilestudiesbyEllis(1983),Howren(1990)andKemble(1994)indicatedlittleornosignificanteffect.Therefore,morestudiesneedtobeconducted

toascertaintheeffectsofthecommunicativeapproachinteachingvarioussubjectsinavarietyoflearningsituations.(3)Indicatingthatanexaminationo

fthepreviousliteraturesuggestsanextensionofthetopic,orraisesanewdirectionnotpreviouslystudiedbyothersinyourfi

eld.Example:Whilemostoftheliteratureonbusinessriskandriskresponsetreatsonlyproductionandpricerisk,wei

ntendtointroducethenotionoffinancialriskintothedecision-makingprocess.Theresearchquestiongenerallyconsistsofthreeparts:Signal

WordMissingInformationResearchTopicHowever,littleinformationisavailableonfinancialriskinthedecision-m

akingprocess.Butfewstudieshavereportedontheeffectsofthecognitivestrategytraininginlanguagelearning.4.PurposeThestat

ementofpurposefollowstheresearchquestiondirectly.Itanswerstheneedexpressedinthequestionforadditionalresearchinyourareaofstudy.Youmaywriteth

estatementofpurposefromoneofthefollowingtwoorientations:•theperspectiveofthereportitself;•theperspectiveoftheresearchactivity.(1)TheRepo

rtPerspectiveInthereportperspective,thepaperorreportservesasthesubject(orpartofthesubject)ofthesentence.Thepresentorfuturetenseisus

uallyusedinthiskindofstatement.E.g.•Thepurposeofthispaperistodeterminewhetherthecognitivestrategytrainingcanimprovestudents’learningabili

ty.•Thisthesiswilldealwiththeimplementationandoperationofanautomaticmeasurementsystemappropriateforcl

assroomandlaboratorydemonstrations.(2)TheResearchPerspectiveIntheresearchperspective,thestatementofpurposer

eferstotheresearchactivityratherthanthereport.Thepasttenseisusuallyusedinthiskindofstatement.E.g.•Theobjectiveofthisresearchwastog

ivethemostdirectanswerpossibletothequestionofhowlongadvertisingaffectssales.•Theaimofourexperimentwastodetermineifanimperfectlis

teningtypewriterwouldbeusefulforcomposingletters.5.ValueThestatementofvaluejustifiesyourresearchonthebasisofitspotentialbenefitorsignificancetoot

herresearchersinthefieldortopeopleworkinginpracticalsituations.Itcanbewrittenfromtwoalternativeperspectives:valueinpracticeorvalueintheory

.Youmaywritethestatementfromtheperspectiveofthepracticalbenefitsthatmayresultfromapplyingthefindingsofyourresearch.

•Theresultsofthisstudycouldbeusefultoeducatorsresponsibleforplanningcourseworkinforeignlanguageeducation.•Thisresearchmayprovideanaltern

ativeapproachtoperformingdelicatebrainsurgery.Youmaywriteastatementofvaluethatemphasizesthetheoreticalimportanceofyourstudy.Inthisway,youcontribute

totheknowledgeinyourspecificareaofresearch.•Bothofthefactorsunderinvestigationinthisstudymaybeofimportanceinexplainingtheetiolo

gyofthisdisease.•Theresultsofthisstudymaysuggestaneedforabroaderhypothesisforfurtherresearchintothegreen-houseeffectontheenviron

ment.Thestatementofvalueshouldbewrittenwithtentativenessormodestyonthepartoftheauthor.Usemodalauxiliari

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

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

projectfundedbyoutsidesources.Ⅳ.MethodThemethodsectionmainlydescribestheprocedureyoufollowedinconductingyourresearchandthemater

ialsyouusedateachstep.Ifthereaderswanttoknowhowthemethodsofyourresearchmayhaveinfluencedyourresults,oriftheyareinterestedinreplicatingyourresearch,th

eymustexamineyourmethodcarefully.Thusthissectionisusuallylongandindetail.1.InformationElementsThemainpartsofthemethodsectionar

eproceduresandmaterials,whichdescribesthestepsusedinyourstudyandthematerialsemployedateachstep.However,otherelements

arealsocommonlydescribedinthissection.Thefollowinglistpresentsthecommonelementsinthemethodsection.AListofElementsintheMethodSection•OverviewoftheRese

arch/StudyDesign(E.g.descriptiveorexperimentalresearch,qualitativeorquantitativeanalysis,casestudy,trendstudy.SeeAppendix1)•SubjectsorSamples(

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

)•Materials（equipment,substance,teachingmaterialsandexampapers,questionnaire,interviewquestions,etc.）

•RestrictionsorLimitingConditions(E.g.below10oC)•StatisticalTreatment(methodsofcalculation,E.g.SPSS)Exam

ple:InformationElementsinaMethodSectionResearchOverviewThestudywasconductedasathree-groupcontrolledexperiment

followingthestatic-groupcomparisondesign.Itinvolvedtheuseofthreeexperimentalgroups,includingGroupA,acontrolgroup;GroupB,atreatment

groupconsistingofbeginner-levelmicrocomputerusers;andGroupC,atreatmentgroupconsistingofintermediate-levelmicrocomputeru

sers.SamplingtechniqueTherandomsamplingoftheparticipantswasconductedthattheparticipantsrepresentedasampleofstudentsinfinancialeducation.Therefore

,thefindingsandimplicationsofthestudyshouldbegeneralizedtotheextentthatfuturegroupsofstudentsaresimilartotheparticipants.Population(Subjects)

The30studentsdesignatedasthecontrolgroupweretaughtusingalecture-discussiontechnique.Theother60studentsweredividedintotwotreat

mentgroupstoreceivemicrocomputer-assistedinstruction.Studentswiththeabilitytorunandeditsoftwareprogramswereassignedtotheint

ermediate-levelgroup,andtheremainingstudentswereassignedtothebeginnersgroup.ProceduresTheclassescomprisingthecontrolgroupwereorganiz

edintotwo-hourclasssessionsinthreeconsecutivedays.Thewrittenevaluationwasgivenduringthefirsthourofthefourthday.Thetreatmentgroupsweregiventhre

edaystocompletethetask,wereaskedtokeeparecordoftheamountoftimeused,andweregiventhewrittenevaluationduringaone-hourtimeperiodofthefourthday.

MaterialsThematerialsusedinteachingexportquotationandcontractwiththelecture-discussionmethodwerethebasisforwritin

gacomputerteachingprogram.StatisticalTreatmentNullhypothesesweredevelopedtotesttheresearchquestionsofthestudy.Analphalevelof.05wasusedintestingtheh

ypotheses.APearsoncorrelationcoefficientwasusedtoascertaintherelationshipbetweentimespentonmicrocomputer-as

sistedinstructionandstudentperformance.ThedatawereanalyzedwiththestandardstatisticalanalysissystemSPSS

.2.ChoiceofVerbTensesThemethodsyouusedincarryingoutyourstudyareusuallywritteninthesimplepasttense.However,ifyourstatemen

tisagenerallyacceptedfactortruth,itshouldbewritteninpresenttense.Examples:•Thoseinterviewedinthestudywere18Chinese-speakingstudentsattendingclasses

attheUniversityofPortsmouth.(specificreference)•AllstudentswhoapplyforadmissiontotheUniversityofPortsmouthtaketheIELTSTest.(generalreference)Ify

ouuseequipmentinyourstudywhichisconventionalinyourfieldandfamiliartomostresearchers,youshoulddescribeitwiththepresentt

ense.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。•Theheateressenti

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

ichmaynotbefamiliartootherworkersinyourfield,youshoulddescribeitinthepasttense.Ifyoumodifiedacommondevicein

aspecialwayforyourstudy,youshouldalsodescribeitinthepasttense.Thefollowingareexamples:•Thesapofthemosaicdi

seasedtobaccoplantwasextractedbycrushingtheplantwithamincer,whichwasspecificallydesignedforthispurpose.•Thenewreactorw

asmoreheavilyequippedthantheothersfortestingpurposes.Morecadmiumrodswereinstalledinordertobeintroduced

intocavitiesinthereactortoarrestreactionsbyabsorbingneutrons.Thiswastopreventthereactorbecomingunstable.Ⅴ.ResultsTheresultssectionisthe“core”

oftheresearchreport.Readersexpecttheresultstoprovidethemwithenoughdatatodrawtheirownconclusionsabouttheanswer

tothequestionposedintheintroduction.Thissectionpresentsthefindingsofthestudyinbothfiguresandtext:•Figures(tables,gra

phs,anddiagrams)presenttheresearchfindingsinnumericaltermsordata.•Thetextinterpretsthedataandhelpsthereadertofocusonthemostimportantaspectsof

theresults.1.InformationElementsTheresultssectionusuallyconsistsofthreekindsofinformation.（1）Locationofdata:statementsthatspecif

ythefigure(s)wheretheresultscanbefound.（2）Results:statementsthatexplainthemeaningofdataorotherfindings.（3）Interpretation:statementsthat

givereasonsforcertainresultsorexplaintheirsignificance.Example:MajorInformationElementsinResultsLocationofDataMeanscoresandgen

eralresultsofthetestfromeachofthethreegroupsarepresentedinTable1.2,andtheresultsoftheanalysisofvariancetestarereportedinTable1

.3.ResultsTheFvalueof8.17,reportedinTable1.3,indicatedasignificantdifferenceingroupmeanscores.TheresultoftheScheffetestshowedthattherewasasigni

ficantdifferencebetweenthecontrolgroupandeachoftheCAIgroups.TherewasnotasignificantdifferencefoundbetweenthetwoCAIgr

oups.Thetestscoresfromthecontrolgroupwerehigherthanthosefromeithertreatmentgroup.Interpreta-tionThesefindingsindicatethatt

helecture-discussionapproachwasmoreeffectivethanthecomputer-assistedinstruction(CAI)inteachingtheapplicationofprinciplesandc

onceptsoffinance.2.LocationofDataBeforedescribingthedataobtained,youshouldfirsttellthereaderwheretheyare.Thestatementofdatalocat

iontellswhichfigure(table,graph,ordiagram)containsthedatamentionedinthetext.Thepresenttenseshouldbeusedtolocatedataina

figure.E.g.•Resultsofthet-testsarepresentedinTable3.•Figure2summarizesthetestresultsoncontaminatedwaters.•Table5

presentsthedataforworkersholdingskilljobs.3.ResultsandDataResultsaredifferentfromdataalthoughweoftensimplyrefertodataasresults.•Dataarefac

tsinaformofnumbersobtainedfromexperimentsandobservations.•Resultsaregeneralstatementsthatinterpretdata.Ifdatastandalone,reader

smaynotunderstandthemeaningreflectedbythem.Thereforeresultsmustbestatedtoexplainthemeaningofthedata.Examplesshowingd

ifferencesbetweendataandresults(1)Inthe20controlsubjects,themeanrestingbloodpressurewas85±5(SD)mmHg.Inthe30tenni

splayers,themeanrestingbloodpressurewas94±3mmHg.(2)Themeanrestingbloodpressurewashigherinthe30tennisplayersthaninthe20co

ntrolsubjects[94±3(SD)vs.85±5mmHg,P<0.02].(3)Themeanrestingbloodpressurewas10%higherinthe30tennisplayersthaninthe20controlsubjects[94±3(S

D)vs.85±5mmHg,P<0.02].•E.g.(1)isastatementofdata.Itsimplygivesthedatawithnoresult,whichmakesreaderswonderaboutthemeaningofthecomparison.•E.

g.(2)isavaguestatementoftheresult.Itstatestheresult,presentsthedataaftertheresult,andaddsaPvaluetoprovideevidencet

hatthedifferencewasnotlikelytohaveoccurredbychance.However,itfailstopresentthedegreeofthedifferenceincomparison.•E.g.(3)isaspecificstatementofther

esult.Thestatement“was10%higher”givesaclearerideaofthedegreeofthedifferenceincomparisonthanE.g.(2).4.Type

sofResultsTherearegenerallythreedifferenttypesofresultsthatyoumayneedtoreport,dependingonthekindofstudyyouconduct

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

nvolveacomparisonamonggroups,oftenoneormoreexperimentalgroupswithacontrolgroup.Inthesecasesthestatementsareoftenwrittenwithexpressionso

fcomparativeorsuperlativedegrees.•Meantimetorecoverywassignificantlyfasterinthetreatmentgroupthanintheplacebogroup(

6.5vs.14.1days,p<0.05).•Thehighestincidenceofhepatitiswasfoundamongpeopleinthenorthpartofthestate.(2)Tende

ncyResultsofthistypeshowthetendencyofavariabletofluctuateovertime.Toreportsuchresults,youshoulduseverbsandexp

ressionsofvariationinyourstatements.Thecommonlyusedsentencepatternisasfollows:Variable+VerborVerbPhraseofVariatio

n+TimePeriod变量+表示变化的动词+时间段Examplesshowingthetendency:•Theoilpricesshowedatendencytoincrease/decrease(ortendtoi

ncrease/decline)overthefive-yearperiod.•Theconcentrationofchlorineintheatmosphereincreased(ordecreased,orremain

constant)overtheperiodstudied.(3)RelationshipResultsofthistypeshowtherelationshipofonevariablewithano

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

tedwith(ornegativelycorrelatedwith,orassociatedwith,orrelatedto)thelocalclimate.•Therewasasignificantpositive(ornegative)relationshipbet

weenstudents’priorexperienceofthematerialandtheirtestscores.5.InterpretationofResultsAlthoughthemoregeneralcommentsonres

ultsarereservedforthesectionofdiscussion,itisoccasionallynecessaryforyoutoincludeabriefinterpretationofthestatisticalanalysis.Thissaveswo

rkforthereader,andhelpsthemtodistinguishthekeypointsinyourpaper.Wheninterpretingyourresults,younormallyusethepresenttenseandmodalauxilia

ries.Examples:•Thefindingthatbacteriawerepresentinalmostallpatientswithactivechronicgastritismaybeanimportantfactorintheetiologyofthe

disease.•Theseresultsindicatethate-commerceoffersdistinctadvantagesoverconventionalcommerceinthebookmarket.Youmayalsousetentativeverb

sinthepresenttenseinsteadofmodalauxiliariestogeneralizefromresults.Examples:•Itappears(seems,islikely)thatchildrenwhodisplay

learningproblemsaredependingononlyonecerebralhemisphere.•Theseresultssuggestthatthefinalpurifiedproteinintheformofac

rystalisjustthetobaccomosaicvirus.Wheninterpretingyourresults,youshouldchoose“provingwords”carefully.“Prove”isth

estrongestwordforyourfindings,butitcanrarelyusedunlessyouareabsolutelysureofyourfindings.Herearesomeothersindescendingorderofstrength.C

hoosetheonethatmatchesthestrengthofyourconclusions.•show•demonstrate•indicate•suggest•imply.Ⅵ.DiscussionThelastmajorsectionoftheresear

chreportisusuallytitleddiscussion(sometimescalled“conclusions”).Inthissection,youtakeabroadlookatyourfindingsandyourstudyasawho

le.Youtrytointerpretthefindingsbyanalyzingtheirfacts,underlyingcauses,effectsandimplicationsinamoregeneralview.1.Informatio

nElementsThekindsofinformationinthediscussionsectionarenotfixed.Itdependsmainlyonthefindingsofyourstudy.Youmayinclud

evariouselementsofinformation,dependingontheproblemsencountered,resultsobtained,possibleapplications,andfurtherresearchneeded.Theconventionalordero

fthissectionisfromspecificresultstogeneralimplications.Alistofconventionalelementsinthediscussionsection•Areferencetothepurposeorhypoth

esisofthestudy•AnanswertotheresearchquestiondevelopedintheIntroduction•Areviewofthemostimportantfindings,wh

etherornottheysupportyouroriginalhypothesis•Comparisonwiththeresultsofotherstudies•Possibleexplanationsfororspeculat

ionsaboutthefindings•Limitationsofthestudy•Implicationsofthestudy(intheoryorinpractice)•Recommendationsforfutureresearchandpracticalappl

icationsReadthefollowingdiscussionsectionfromaresearchreportinthefieldofeducation.Inthisstudytheteachingresultsofthetraditionallecture-dis

cussionapproachandthecomputer-assistedinstructionwerecompared.Noticetheinformationelementsthatareincludedinthisexampleandtheorderofinformation.Inform

ationElementsinaDiscussionSectionReferencetotheoriginalhypothesisWedevelopedfollowingnullhypothesestotesttheresearchquest

ionsofthestudy:1)therewouldbenosignificantdifferenceamonggroupmeanscores;2)therewouldbenosignificantrelationshipbetweentheamountoftimeutilized

bythestudentswithcomputer-assistedinstructionandstudents’testscores.AnswertotheresearchquestionThefindingsofourstudyindicatethatourfir

sthypothesiswasrejected;oursecondhypothesis,however,wasnotrejected.FindingssupportingtheanswerThefollowingconclusionsaresubjecttotheconditionsand

limitationsofthisstudy:(a)thelecture-discussionapproachwasmoreeffectivethanthecomputer-assistedinstructioninteachingtheapplicationofprinciplesandc

onceptsinmedicine;(b)theamountoftimespentbystudentssubjectedtothecomputer-assistedinstructiondidnotsignificantlyaffecttheirsc

oreswhengivenfreedomtoselecttheamountoftimespent.ExplanationforfindingsandcomparisonwithotherstudiesThefindingsindicatethatthelecture-d

iscussionmethodofteachingwasmoreeffectivethanthecomputer-assistedtechniqueinteaching.Thisconfirmstheearlierstudi

esbyJefferson,(1985),Gless(1987)andHowren(1988).Thepossibleexplanationisthatthestudentsinthecontrolgroupweretaughtmorepersonallyandsystemat

icallyduringregularhourswhilethetreatmentgroupsparticipatedduringlaboratorytimeattheirownsweetwill.Limi

tationsandcomparisonwithotherstudiesSincemanystudiesindicatedthatstudentsusingcomputer-assistedinstructionhave

generallyperformedaswellorbetterthanstudentsundertraditionallecture-discussioninstruction(Taylor1986,Horne1988&Clark

1989),thedifferenceinperformancefoundinthisstudyshouldbecarefullyevaluated.Thefindingsmighthavebeendifferenti

fallstudentshadspentaminimumof12hoursusingthecomputerprogram.Inaddition,themethodologicalproblemsintheresearchdesignlimitourint

erpretations.RecommendationforfurtherresearchFurtherstudiesshouldcomparegroupsusingamixoftraditionalinstructionan

dcomputer-assistedinstruction,andshouldrequireboththecontrolandthetreatmentgroupstospendaspecificamountoftimeontheteachingcourse

.Thechallengeformedicaleducatorsistobetterutilizethecapabilitiesofcomputer-assistedinstructioninthelearningenvironment.Referencetotheorig

inalhypothesisWedevelopedfollowingnullhypothesestotesttheresearchquestionsofthestudy:1)therewouldbenosigni

ficantdifferenceamonggroupmeanscores;2)therewouldbenosignificantrelationshipbetweentheamountoftimeutilizedbythestudentswithc

omputer-assistedinstructionandstudents’testscores.AnswertotheresearchquestionThefindingsofourstudyindicatethat

ourfirsthypothesiswasrejected;oursecondhypothesis,however,wasnotrejected.DiscussionfromUsingComputersi

nTeachingFindingssupportingtheanswerThefollowingconclusionsaresubjecttotheconditionsandlimitationsofthisstudy:(a)thelecture-discussionapproachwa

smoreeffectivethanthecomputer-assistedinstructioninteachingtheapplicationofprinciplesandconceptsoffinance;(b)th

eamountoftimespentbystudentssubjectedtothecomputer-assistedinstructiondidnotsignificantlyaffecttheirscoreswhengivenfreedomto

selecttheamountoftimespent.ExplanationforfindingsandcomparisonwithotherstudiesThefindingsindicatethatthelecture-discussionmethodofteachingwasmore

effectivethanthecomputer-assistedtechniqueinteaching.ThisconfirmstheearlierstudiesbyJefferson,(1985),Gless(19

87)andHowren(1988).Thepossibleexplanationisthatthestudentsinthecontrolgroupweretaughtmorepersonallyandsystematicallyduringregularhourswhilethetreatm

entgroupsparticipatedduringlaboratorytimeattheirownwill.LimitationsandcomparisonwithotherstudiesSincemanystu

diesindicatedthatstudentsusingcomputer-assistedinstructionhavegenerallyperformedaswellorbetterthanstudentsundertraditionallect

ure-discussioninstruction(Taylor1986,Horne1988&Clark1989),thedifferenceinperformancefoundinthisstudyshouldbe

carefullyevaluated.Thefindingsmighthavebeendifferentifallstudentshadspentaminimumof12hoursusingthecomput

erprogram.Inaddition,themethodologicalproblemsintheresearchdesignlimitourinterpretations.RecommendationforfurtherresearchFurtherst

udiesshouldcomparegroupsusingamixoftraditionalinstructionandcomputer-assistedinstruction,andshouldrequireboththecontrolandthe

treatmentgroupstospendaspecificamountoftimeontheteachingcourse.Thechallengeforeducatorsoffinanceistobetterutilizethecapabilitiesofcom

puter-assistedinstructioninthelearningenvironment.2.VerbTensesandSentencePatternsTheverbtensesusedinthediscussionse

ctiondependonthetypeofinformationyouwanttopresent.Thefollowingexamplesillustratethemostcommonlyusedtensesandsentencepatternsforeachkindofinf

ormationelementsinthissection.(1)Whenreferringtothepurposeorhypothesisofthestudy,youshouldusethesimpl

epasttense.E.g.•Thisresearchattemptedtoassesstheapplicationofcognitivestrategiesinteaching.•Inlinewiththehypothesis,weassumedthatphysicalde

crementswouldbemoreapparentinspeedjobsthaninskilljobs.•Itwasanticipatedthatcomputer-assistedinstructionwouldperformaswellasorbett

erthanlecture-discussioninstruction.(2)Inreviewingimportantfindings,youshouldusuallyusethesimplepasttense.E.g.•TheStudents’experi

encewiththemicrocomputerhadnoeffectontheirtestscores.•Thespiralbacilliwerepresentinalmostallpatientswithactivechronicgastritis,duodenalulcer,orgastri

culcer.(3)Inexplainingpossiblereasonsforthefindings,youmayusethepasttense,presenttense,ormodalverbsdependingontheconditionoftheexplanation.①Ifthe

explanationforthespecificfindingsisrestrictedtoyourstudy,usepasttense.E.g.•Itispossiblethatmicrobialactivitycausedsomeinfectionintherightlungoft

hepatients.•Itappearsthatthemicrocomputer-assistedlearningmoduleswereaseasyforthebeginnerstouseasfortheintermediate-levelusers

.②Ifitreferstoageneralcondition,youshouldchoosepresenttense.Youmayalsousemodalauxiliariestoemphasizethespeculati

venatureofthesestatements.E.g.•Theseresultscanbeexplainedbyassumingthatwomenaregenerallymorecarefulindelicateworkthanmen.•Onereasoncouldbeth

atskillsandexperienceincreasewithage.(4)Inexplainingthelimitationsofthefindings,youmayusethepasttense,presenttense,ormodal

auxiliaries,dependingonwhetherthelimitationisrestrictedtoyourstudy(past)orwhetheritreferstoageneralcondition(present).E.g.•Thesample

usedinourexperimentwasquitesmall.(restrictedtothestudy)•Theteachingexperimentsonothersubjectsmayproducedifferentresults.(generalcondition)(5)Inc

omparingyourfindingstothoseofotherresearchers,commonlyusethepresenttense.E.g.•Ourresultsareinsubstantialagreementwit

hthoseofGless(2001).•ThisconfirmsearlierfindingsbyTaylorandEble(1996)formedicalinsuranceintheUnitedSta

tes.(6)Inexplainingimplications,usethesimplepresenttense,modalauxiliaries,ortentativeverbs.E.g.•Itappearsthatthecurvedbacillibehaveasanimportan

tfactorintheetiologyofthesediseases.•Thisstudysuggeststhatmanagementbyobjectives(MBO)mayhaveafavorableimpactonperf

ormanceandsatisfactioninpublicsectoragencies.(7)Inexplainingrecommendationsandapplicationsofyourstudy,usethesimplepresenttenseandmodalauxi

liaries.E.g.•Theapproachoutlinedinthisstudyshouldbereplicatedinotherlaboratories.•Werecommendthatmoreforethoughtandplanningberequiredbeforethetra

iningreceivedindevelopedcountriescanbeoptimallyappliedinlessdevelopedcountries.•Clearly,thistechniquehaspromiseasatoolinevaluatingwaterqualities.

GuidelinesforVerbTensesinaResearchPaper:TensesApplicationsThepresenttenseGeneralconditionsGenerallyacceptedfactsThepastten

seStatementsrestrictedtotheresearchitself(purposes,methods,results)Thepresenttense(modalauxiliariesandtentativeverbs)In

terpretationofyourfindingsandyourstudyasawhole;(causes;reasons;comparison;limitation;implication;recommendation)VII.AcknowledgementsAcknowledgement

saremainlyusedtoexpresstheauthor’sindebtednesstothoseotherthanauthorswhohavehelpedintheresearchbyofferinga

nyusefulmaterials,specimen,technicalknow-how,suggestions,orfinancialaidtotheauthor.Thissectionusuallycons

istsoftwoparts:•Acknowledgementofpersonalorinstitutionalassistance•Acknowledgementoffinancialsupportfromdifferentsources1.AcknowledgementsofPersonala

ndInstitutionalAssistanceThefollowingareexamplesofacknowledgementstopersonalandinstitutionalassistance.The

arrangementusuallyfollowstheorderthatthosewhomadegreatercontributioncomebeforethosewhomadelesscontribution,andindividualsc

omebeforeinstitutions.•WearegratefultoDr.ZhangDongfortechnicalassistance.•Otherresearcherswhocontributedtothisstudywere:LiWeiping,MD,HeJian,MS,and

WangYun,MS.•TheauthorwishestoexpresshismostsincereappreciationtoProfessorZhaoMingyue,whoreadthemanuscriptcarefull

yandgavevaluableadvice.TremendousthanksareowedtoDr.LuYingforhelpingtheauthorwiththestatisticalanalysis.TheauthorisalsoindebtedtoBeijingFrie

ndshipHospitalforofferingsomespecimens.2.AcknowledgementstoFinancialSupportThefollowingareexamplesandcomm

onlyusedpatternsforacknowledgementstofinancialsupport.•ThisstudywassupportedbytheUnitedNationsEducational

,Scientific,andCulturalOrganization.•TheauthorisgratefultotheNationalNaturalScienceFoundationofChinaforitsfinancialsupportforthisproject.•Wethan

ktheNationalSocialScienceFoundationofChinaforprovidingthefinancialsupport.NotesonAcknowledgements:•Thewordingandexpressionsusedina

nacknowledgementshouldbeappropriate.Eitherunderstatementoroverstatementshouldbeavoided.•Itisadvisablenottomen

tiontoomanypersonswhohavemadeinsignificantorverygeneralhelptotheresearch.Forexample,typistsorillustratorsarenotmentioned.

•Theauthorshouldnotifytheaddresseeoftheacknowledgementandobtainhisorherpermissionbeforepublication.VIII.Re

ferencesAreferenceisanoteinaresearchreportreferringthereadertoanothersource.Thepurposesofreferencesinexperimentalresearchpapersaretogivec

redittotheideasandfindingsofothersandtodirectreaderstosourcesoffurtherinformation.Fordetailsofin-textcitationsandre

ferencelists,refertothesectionofDocumentingYourSourcesinChapter7.IX.AppendixesAppendixesareusedtoincludeinformationthatwouldbet

oolengthyorinterruptiveifplacedinthebodyofthereport.Theyaregenerallyfulltextsofquestionnaires,surveys,orotherdatacollectiondocum

entsusedintheresearch.Itistheusualpracticetosubmitappendixestothejournaltogetherwithyourreport,eventhroughtheywillnotbepublished.

Appendixescanhelpeditorsorreviewerstojudgewhetheryourfindingsarevalid.X.SummaryThemajorpartsofanexperimentalresearchreportwehavelearntinthi

sunit:•Title•Keywords•Introduction•Methods•Results•DiscussionorConclusionReview:•Informationelementsincludedineachpart•Orderoftheinformationel

ements•Commonlyusedsentencepatternsforeachelement•Commonlyusedvocabularyandthechoiceoftensesinthesentences