《研究生英语学术论文写作基础》杨炳钧 参考答案

研究生英语学术论文写作基础教师参考 作者：杨炳钧 复旦大学出版社， 2009 年 第一部分 学术论文基本构件及其写法 课前准备 【提示】该环节可以让学生充分表达自己的看法，对错可以先不判定，本章学完之 后再回过头加以分析。 1) The Methods of Improve your Oral English in Native Chinese-speaking School 【解答】首先，这个标题有语法错误和大小写错误， 应当修改为 The Methods of Improving Your Oral English in Native Chinese-speaking School；其次，其中的代词 your 用得不合适，因 为它是一种对话口吻，一般不适宜于学术论文；另外， 标题中 一般尽可能不用功能词，即介词、冠 词、连词等。如果要改进这个标题，可以表达 为 Methods of Improving College Students Oral English in China 等。 2) The study of Chinese Teaching in Thailand Overseas School 【解答】该标题修饰关系不清，大小写有误， study 等多余。可以改进为 Teaching Chinese in Schools in Thailand 等。 3) A New Opportunity to the moral development of rural left-behind children 【解答】该标题大小写有误；new 的用法值得考虑，因为除非已经有所谓的 opportunity，否则就没有什么 new；修饰关系也有问题 ，尤其是 to 用得不对。可以 2 改进为 Opportunity for the Moral Development of Left-behind Children in Rural Regions 等。 4) The H2O2-biosensor based on PVP and Nano-Au 【解答】这个标题相对较好，但大小写还有问题，冠 词多余，限定不 够明确。可以 修改为 Developing H2O2-biosensor Based on PVP and Nano-Au 等。 5) The identification of PCV2 Gene 【解答】该标题主要毛病是冠词多余，限定不够。如果是研究如何辨别，那么可以 修改为 How to identify PCV2 Gene?或 Identifying PCV2 Gene 等。 6) advantages and challenges of electroplating on Magnesium alloys 【解答】这个标题的问题是大小写不规范。应当修改为 Advantages and Challenges of Electroplating on Magnesium Alloys 等。 7) The impact of threatening information on pain recover time 【解答】按照英式大小写，该标题大小写是规范的，但 recover 的修饰关系不明确； 另外，冠词 the 可以省略。修改 为 Impact of threatening information on pain recovery time 或 Impact of Threatening Information on Pain Recovery Time 等。 8) The Issues of Copyright in Cyber-space 【解答】这个标题相对较好，没太大问题。可以把 the 省略。 9) Research on students achievement assessment in mathematics. 【解答】这个标题中的 research 这个词是多余的，而末尾的句点则是一个严重标题 错误。应当修改为 Assessment of students achievement in mathematics 或 Assessment of Students Achievement in Mathematics 等。 10) the diet problem in China 3 【解答】这个标题大小写不规范，冠词多余， 话题太大、太泛，不像学术论文标题。 可以修改为 Causes of the diet problem in China 或 Causes of the Diet Problem in China 等。 【注】标题之首的冠词一般省略，而内部修饰关系中的冠词看情况来定。 标题的基本类别 【提示】这部分可以采取让学生合上课本来思考标题类别的形式授课。 拟定论文标题的基本原则 【提示】可以问学生哪个原则最为重要。我们认为，可检索原则是最为重要的，只 有充分体现该原则，论文才有生命力。 课后练习 练习一： 【解答】 Discourse Markers in Spontaneous Speech: Oh What a Difference an Oh Makes 该标题简练而富有吸引力，其中前半部是主题，后半部是一个典型例证，而且 这个 例证又从一个侧面说明Oh这个话语标记的重要作用。 Repeating Words in Spontaneous Speech 该标题是常见的直接进入核心主题式的标题，简洁清晰。 练习二： 【解答】 （1）A model of eye movements虽然比较规范，但过于宽泛，应当加以限定。 （2）Elephants hear, elephants do虽然显得很新颖，但可检索性很差。 （3）Beauty is not simply in the eye of the beholder不像个表题，因为一般来说标题 不能用句子表达，除非是问句或感叹句，另外没有科学意义上的关键词，可 检索 4 性差。 （4）A study of English car magazines published in China中的a study是多余的，另外， English car magazines的意思不清楚。 （5）Reducing air pollution in urban areas: The role of urban planners是一个很不错的 标题。 练习三：参见前面的分析 5 第二章 如何写姓名、单位以及致谢？ 课前准备 【提示】论文中的致谢不仅可以用来感谢直接对论文做出过贡献、提供过帮助或 建议的人，也可以用来感谢提供资助和研究条件的单位，甚至还可以用来感谢间 接对论文做出贡献的人，比如自己的亲友等。当然，学 术论文中的主要看重有直 接贡献的。 署名与单位的作用 【提示】版权转让协议中最为关键的是作者的签名。在英美国家，没有签名的文件 是无效的，没有法律效力。 中国人姓名的英文写法 【提示】比较折中的做法是在国际交流中应当采用国际人士看起来一目了然，不 至于误解的写法；而在国内采取国家标准规定的写法。 课后练习 练习一： 【解答】 作者一个是Jean E. Fox Tree，另一个是 Josef C. Schrock，共两位；其中前一个 作者名为Jean E., 姓为Fox Tree ，如果姓 为Tree, 那么按这里的书写规律，应当写 为Jean E. F. Tree；另一个作者名为Josef C., 姓为Schrock。 单位为加州大学Santa Cruz 分校。 致谢中作者首先说明了基金资助情况（University of California提供的教师研 6 究基金，University of California社会科学部研究奖，University of California提供的 事业奖），之后作者感谢Herbert Clark提供资料和建议，感谢学生帮忙准备和执行 实验，特别感谢Jennifer Black, Duane Cleghorn, Duane Cobb, Ben Nisenbaum和 Taylor Norrish等人，最后感谢了三个匿名审稿人，还附带说明录音转述资料可以 通过作者获取。 这里要说明的是，感谢匿名审稿人非常重要，因 为它可以从侧面说明刊物的 严肃性和公正性。另外，某些刊物在作者姓名下就留下详细的联系地址，而有些 则在其他位置留下详细地址。 练习二： 【解答】根据自己的情况来写，关键在于符合规范。 【提示】汉语可以不用或少用连接词，英语则必须依赖连接词来进行表达。 7 第三章 摘要的特点及其写法 课前准备 【提示】英文摘要不是汉语摘要的一对一的译文。当然，如果汉语摘要和英语摘要 都严格按照大多数定量研究所规定规范来写，那么以一对一的翻译也是可以接 受的。 【解答】 该摘要第一句话实际上是“研究目的” ，即研究food habits；第二句话是研究的背景 理论或观点；第三和第四句讲的是“研究方法” ；第五、六句是“研究结果” ；最后两 句话是结论。 摘要的基本结构和写法 【提示】无论如何写，摘要都不能与引言和结论中的句子完全重复。它们各自的作 用并不同。 【提示】一般少用this paper/article/manuscript 等表达，开门见山地直接用所涉及的 变量或对象来进行说明。这里举例子时用得比较多，原因是缺乏上下文而只举些 简单的例子。 关键词与概要 【提示】有些学位论文每一章结束时都可以进行一个小的总结，也成为summary， 目的就是把该章的主要内容加以高度概括。 课后练习 练习一： 8 【解答】 Acquisition of a Personal Morality: Chinese Educational Perspectives 这个摘要的标题是合适的。内容包括： 背景Acquisition of a personal morality is one of the most important topics addressed by social and educational theorists. 目的We review ancient and modern Chinese scholarly perspectives related to the acquisition of personal morality, and present our conclusions, 结论that morality is best conveyed through education, and needs to be an essential component of a basic K-12 secular educational curriculum. 这个摘要中 review 一词表明了其研究方法是综述或评述。总体来看内容比 较合理。不过， “结论”部分的语言表达需要作如下改进： We review ancient and modern Chinese scholarly perspectives related to the acquisition of personal morality. It can be concluded that morality is best conveyed through education, and it needs to be an essential component of a basic K-12 secular educational curriculum. The Clone of Upstream Control Sequence of Bombyx mandarina Sericin1 Gene 这个摘要的标题需要改进，根据内容应当修改为 Comparing the upstream regulation sequence of silkworm sericin gene 内容包括： 背景 第 1、2 句 研究目的和方法 第 3、4 句 研究结论 第 5 句 时态和有些表达表达不当，应当修改如下： Abstract: The sericin1 gene is the main expression gene which expresses the sericin protein, and its sequence and structure has been studied in detail. Its upstream regulation sequence has much influence on the expression and regulation of the gene. This research compared the upstream regulation sequence of silkworm sericin gene with that of sericin gene of different Bombyx mandarina from different areas through PCR, analysed the polymoriphyism of Bombyx mandarina sequences by comparing the difference among sequences. The results indicated that the upstream regulation sequence of sericin gene between silkworm and Bombyx mandarina was highly homologous. Keywords: sericin gene; upstream control sequence; polymoriphyism; Bombyx mandarina Study of characteristics of DFB laser with optical feedback 这个摘要的标题需要改进，根据内容应当修改为 Output characteristics of DFB lasers subjected to optical feedback 背景 第 1、2 句 研究目的和方法 in this paper 到 the simulation results 之前 研究结论 剩余部分 时态、标点有些表达不当，应当修改如下： Abstract: With the development of optical communication, semiconductor lasers 9 become indispensable in long distance communication and information processing, but they are very sensitive to external optical feedback and tend to yield nonlinear dynamic output. Based on the theoretical model of semiconductor lasers with external-cavity optical feedback by Lang-Kobayashi, the output characteristics of DFB lasers subjected to optical feedback are studied in this paper. The simulation results showed that, under the optical feedback, the output of DFB lasers are affected by feedback strength and feedback delay time. When the feedback strength and feedback delay time are increased, DFB lasers exhibit stable period-one oscillation, period-two oscillation, multi-period oscillation, deterministic chaos and many other complex nonlinear instabilities. When the DFB lasers exhibit chaotic characteristics, the output of the semiconductor lasers is complicated, irregular, and noise-like sub- nanosecond pulse waveform. Key words: DFB laser; external-cavity; optical feedback 练习二： 【解答】 引言，背景，目的，假设，方法，结果， 讨论，结论。 这几个部分中，“引言”和“讨论” 不能在摘要中出现。其他部分都可以在摘要 中出现，但要简明扼要。 10 第四章 引言部分的构成及其写法 课前准备 【提示】学生自由回答，尽可能发挥想象。 引言内的常用表达 【提示】虽然类似于in this paper/article等表达好学、好用，但写得好的摘要一般很 少见到这样的表达。 课后练习 【解答】 引言一 研究背景：One of the ways spontaneous talk differs from planned talk is the presence of discourse markers such as well, I mean, like, and oh. Discourse markers are rarely found in prepared or rehearsed speeches, but rarely absent in conversations. Many novelists make use of this distinction; their descriptions of the setting or plot have no you knows and so anyways, but the characters dialogues do. The presence of these words creates a naturalistic conversational effect. However, they may do even more, including highlighting important elements in a narrative, helping listeners follow a speakers train of thought, helping listeners recover from a repair, and explicitly showing the relationship between two utterances, such as whether the upcoming utterance is in contrast to the prior utterance, is an elaboration of the prior utterance, or is unrelated to the prior utterance (Erman, 1986, 1987; Flowerdew Jucker, 1993; Levelt, 1989; Redeker, 1990; Schiffrin, 1987; Schourup, 1985). 研究问题和可能突破口：Discourse markers may be infrequent in prepared manuscripts and speeches because these forms of communication allow advance planning and extensive revision time. In contrast, they may be frequent in spontaneous talk because that is where people need help organizing and expressing ideas. 研究目的和论文框架：In this paper, we take a closer look at the discourse marker oh. First we will review what analyses of spontaneous talk suggest about how oh is used, and then we will present results of five experiments where we tested how oh affects listeners comprehension. 11 引言二 研究背景：Spontaneous speech is filled with disfluenciesunwanted pauses, elongated segments, fillers (such as uh and um), editing expressions (such as I mean and you know), word fragments, self-corrections, and repeated words. Most disfluencies seem to reflect planning problems. When speakers cannot formulate an entire utterance at once, they may suspend their speech and introduce a pause or filler before going on. And when speakers change their minds about what they are saying, they may suspend their speech and then add to, delete, or replace words they have already produced. Disfluencies have long been used as evidence of planning (e.g., Clark, 1996; Goldman-Eisler, 1968; Levelt, 1983, 1989; Maclay Schegloff, Jefferson, Maclay 其中还用了一些例子说明。 此后，以下一段引向了four stages中提到的processes ，提出正是 这些processes 的组合导致了repeated words(It is their combination that leads to repeated words.)。 然后作者说If we are to account for repeats, we must account for their combination. We now turn to three hypotheses about the sources of repeats. 步骤交待很清晰。 下文谈的就是三个假设。 最后一段先简单概括（Repeating a word, in short, consists of several processes in successioninitial commitment, suspension of speech, dealing with a hiatus, and restarting a constituent. We have proposed three hypotheses covering one or more of these stages.），然后交待下文要做什么（ We will take up each one in turn.）。 14 第六章 假设的提出与写作 课前准备 【解答】 1） After nine months, the percentage of overseas students in problems of listening, speaking, writing and reading will be changed/descended. 不符合假设的要 求，只有一个变量（percentage）。 2） The Chinese environment can improve the overseas students understanding abilites more than their communicating abilites. 这个假 设有两个变量（The Chinese environment can improve the overseas students understanding abilites），也有比较。 是一个合适的假设 3） If students own the same listening, we will disscuss the speaking providing will lead to writing and reading improvement. 这个假 设前半部是条件部分，但与后 半部没有直接关系，主语也不同，后半部又由 we will discuss 开头，更像研究目的。 不是合适的假设 4） If you put yourself close to the native language speaking atomsphere, then your foreign language study will be greatly improved. 这实际上是一个条件和条件 下的结果，没有把变量和变 量之间的关系表述出来，不是一个合适的假设。 5） The hypothesis is that reading, speaking and listening ability of overseas students are decreased while writing ability is enhanced. 这虽然以 hypothesis 开头， 但内容不是假设，只是描述了一个现象。 课后练习 【解答】 练习一：请你分析本教材范文（Clark, H.H. & Wasow, T. (1998). Repeating words in spontaneous speech, Cognitive Psychology 37, 201242.）中的假 设的特点。 The hypothesis, then, is that many suspensions are prompted by planning 15 difficulties at the conceptual or syntactic level: 该假设的“ the hypothesis, then, is that”是一个引子，引出后面的假设， 假设中的两个变量是suspensions和planning difficulties，变量间的关系是prompt；其余部分是限制条件。 The complexity hypothesis. All other things being equal, the more complex a constituent, the more likely speakers are to suspend speaking after an initial commitment to it. 该假设中的 All other things being equal 是个条件限制， speakers 和 speaking 是变量，more likely suspend 是变量间的关系。 For speakers to repeat the part of a constituent prior to the suspension, that part must be accessible both at stage I and at stage IV. Let us call this the accessibility hypothesis. 这个假设的变量是 that part 和 stage I, stage IV，相互关系是 accessible，For speakers to repeat the part of a constituent prior to the suspension 是 条件，后一句子是个引子。 The continuity hypothesis. All other things being equal, speakers prefer to produce constituents with a continuous delivery. 这个假设的结构与上述第二个一 致。 By the activation hypothesis, in contrast, the longer the hiatus, the less active the previous word should be and the less often speakers should repeat it. 这个假设中By the activation hypothesis, in contrast是个引子，变量是hiatus，previous word以及 speakers，关系是 should be和should repeat. The commitment hypothesis. Some initial commitments to constituents are preliminary, with speakers already expecting, at some level of processing, to suspend speaking immediately afterward. 这个假设中的变量是initial commitments to constituents和 speaking，关系是are preliminary to suspend，其余是条件。 练习二：这篇论文中的假设部分首先概述相关结论（There are at least three ways that oh could influence listeners comprehension. It could have no effect, a negative effect, or a beneficial effect.），作者支持最后一种观点，即（ oh benefits comprehension），然后作者 说明了两种可能机制（There are two possible mechanisms by which oh might benefit comprehension. We will call them the disjuncture mechanism and the expectation mechanism），概括得出一个结论（Both 16 mechanisms lead to the prediction that comprehension will be better when oh is present than when oh is absent.），最后提出假 设（it is possible to argue that oh has no effect or a detrimental effect.）。 练习三： 定性描述不用数据，例如： Upon arriving in China the biggest language problem for overseas students is to understand spoken Chinese. It would seem that, among other reasons, the main reasons for this are difficulties in understanding varieties of dialects and local accents and the speed of speaking. Nine months later the problem declines into third place and speaking and writing become the major difficulties. It is generally agreed that the main reasons for this are the complexity of Chinese characters and the varieties of Chinese dialects. 课前练习中的The Chinese environment can improve the overseas students understanding abilites more than their communicating abilites.可以作为一个假设。 17 第七章 方法部分的组成与写作 课前准备 【提示】方法的形式可以不同，但无论什么研究，都 应该有合理的研究方法，没有 方法而漫无边际地讨论、研究，显然是不科学的。如果人文社会科学研究中方法 交待得很清楚，那么研究的科学性显然就提高了。 课后练习： 【解答】 （1）各个部分包括哪些主要内容？ Participants 部分介绍了被 试数量（34），来源（ UCSC，即 University of California at Santa Cluz），属性（native speakers），例外情况（6）。 Materials 部分说明了材料来源（ Materials were taken from a corpus of spontaneous narratives collected by Herbert Clark at Stanford University），对材料的 处理情况（余下的内容）。 Design 部分通过对 two lists 的处理的不同说明了具体的设计，特别注 意tones were recorded to control the presentation of the target words. A program written in Superlab software received the left-channel signals from the tapes, presented the words on the screen, and recorded reaction times with millisecond accuracy.这个部分，分别说 明了技术处理。 Procedure 部分通 过处理过 的材料、被 试与被试的反应对验证步骤进行了详 尽的说明。 （2）每个部分采用什么主体时态和语态？ 主要时态为一般过去时，主要语态是被动态。 （3）每一部分的逻辑关系是如何体现的？ 前三个部分主要是先从总体出发，然后分项说明，最后一部分是按照实验顺 18 序进行描述的。 19 第八章 如何展现研究结果？ 课前准备 【提示】数据表现的结果说服力强，但概括性差；非数字的文字表达说服力差，但 有较强的概括性。 课后练习 【解答】 练习一： （1）其中的数据是如何表达的； 前一部分把结果中没有达到要求的先进行排出，直到After removing the outlying fast responses, responses more than two standard deviations from the mean reaction time were treated as errors.这个句子才开始陈 述本研究的结果， 陈述时先 做一个定性表达，然后分别 在括号中陈列关键数据。 （2）使用了哪些连接词。 Here, to follow, because they that is faster than the analysis because On one of these trials and it The other three In one case until after When questioned After removing before they and 38s when it followed than when 20 练习二： A survey was conducted among 100 postgraduate students at University. The purpose of the survey was to discover the type, frequency and length of academic writing that was expected of the students by their supervisors or tutors. 49% of the students wrote essays, of an average frequency of 3 per term, of an average length of 1000 words. 28% of the students wrote reports, of an average frequency of 2 per term, of an average length of 3000 words. And only 11% of the students wrote theses, of an average frequency of 1 in three to four years, of an average length of 300 pages. 练习三： Results: Chinese language problems of overseas students in China mainly consists of input which is composed of listening and reading, and output which is composed of speaking and writing. In the beginning, 70% of the students could not understand the spoken Chinese, but that changed fast and after nine months only 29% of them were still trouble by listening. Among input, the results suggested that overseas students were good at reading in the beginning and were slightly improved nine months later. As for output, writing attracts our attention because 22% of the students found it hard to manage in the beginning and nine months later 32% ran into such problem, with an increase of 10%. However, speaking was improved, from 50% to 40% after nine months of stay. 21 第九章 如何对结果进行讨论？ 课前准备 【解答】划线部分即为关键的讨论。 Discussion People were faster at detecting a word in a speech stream when that word followed an oh than when the oh had been digitally excised and replaced by a pause. So people are able to make use of at least this one discourse marker while listening to speech. These data are consistent with the predictions of the disjuncture mechanism where hearing oh reduces listeners confusion about the following discourse. They are also consistent with the expectation mechanism where listeners recognize oh as a change-of-state marker and pay more attention to upcoming speech in anticipation of hearing some new or unexpected information. Closer analyses of the phenomenon help rule out one alternative explanation, the trigger hypothesis. The trigger hypothesis is that hearing oh provides no specific information, but is instead a general indicator of trouble. Listeners are triggered to pay more attention when they hear an oh (as they would be with any kind of triggering sound, s