研究生學(xué)術(shù)英語(yǔ)寫(xiě)作 課件全套 Chapter 1 Overview -Chapter 8 Citation and Reference

Chapter1OverviewGraduateAcademicEnglishWritingContentsDefinitionofAcademicWriting1ImportanceofAcademicResearchandWritingWriting2CharacteristicsofAcademicWriting345StepsforEffectiveAcademicWritingGeneralStructureofanAcademicPaper1.1Definitionof

AcamicWriting

Academicwritingreferstotheformal,structured,andsystematicexpressionofideas,information,andargumentswithinaneducationalorscholarlycontext.Itischaracterizedbyadherencetoestablishedconventions,includingaformaltone,preciselanguage,andrelianceonevidencetosupportclaims.Itservesmultiplepurposes,suchascontributingtoscholarlydiscourse,disseminatingknowledge,andfacilitatingassessmentandevaluationineducationalsettings.thediversespectrumofwrittencommunicationundertakenbyscholarsvariousformats,suchasjournalarticles,textbooks,dissertations,andgroupprojectreports,amongotherstheessay’spositionasthemostprevalentandwidelyassignedtypeofacademictask1.2ImportanceofAcademicResearchandWriting“Publishorperish”isanaphorismdescribingthepressuretoproduceacademicpublicationsinordertosucceedinanacademiccareer.Engaginginacademicresearchandwritingacademicallyholdssignificantimportanceacrossvariousdomains,contributingtoindividualdevelopment,theadvancementofknowledge,andtheoverallprogressofsociety.Conductingacademicresearchallowsindividuals,includingstudentsandscholars,todeepentheirunderstandingofspecificsubjects.Engaginginresearchcultivatescriticalthinkingandanalyticalskills.Researchoftenleadstothediscoveryofinnovativeideasandsolutions.Academicresearchandwritingareintegraltotheprofessionaldevelopmentofindividualsinacademia.1.3CharacteristicsofAcademicWriting1.3.1ClearandPreciseLanguage√Employlanguagecharacterizedbysimplicity,directness,andspecificity.×Donotusevague,complexorambiguouslanguagethatmayconfuseormisleadreaders.e.g.Don’t:Theresultsoftheexperimentweresomewhatindicativeofapotentialcorrelationbetweenthetwovariables.Do:Theexperimentresultssuggestapossiblecorrelationbetweenthetwovariables.√Useformalandobjectivelanguage.Upholdaneutraltonethatisauthoritativeandunbiased.×Donotuseemoticons,slang,contractions,orabbreviationsthatmaysoundcasualortoosubjectiveforscholarlyaudiences.e.g.Don’t:Ifeelthattheauthor’sargumentisnotconvincingbecauseitdoesn’tmakesensetome.Do:Theauthor’sargumentlackscoherenceandfailstoprovideaconvincingrationale.1.3.2FormalandObjectiveLanguage1.3.3EvidenceandCitations√Utilizeevidence-baseddatatostrengthenclaims,drawingfromcrediblesourceslikeresearchstudies,books,journals,andexpertopinions.×Avoiddependenceonpersonalopinionsorassumptionsintheabsenceofappropriatesourcesorreferencesthatcaneithercorroborateorchallengetheresearchfindings.e.g.Don’t:Manypeoplebelievethatclimatechangeisahoax.Do:AccordingtoasurveyconductedbyPewResearchCenterin2023,37%ofAmericanssayaddressingclimatechangeshouldbeatoppriorityforthepresidentandCongressin2023,andanother34%sayitisanimportantbutlowerpriority.1.3.4Original,Authentic,

Well-presentedContent√Utilizeoriginalandauthenticcontentthatreflectsoriginalresearchandsubstantivecontributionstotherespectivefield.

×Avoidincorporatingcontentfromotherswithoutappropriatelyreferencingthesourceandwithoutadheringtothenecessaryprotocolsforproperreferencingandcitation.e.g.Don’t:

Inthisstudy,Iwillarguethatbeesarevitalfornature.(Thisstatementisfrom:/news-and-stories/story/why-bees-are-essential-people-and-planet)Do:AstheUNEP2019IPBESreportreveals,

beesare

essentialtopeopleand

theplanet.Funnel-shapedStructure1.4StepsforEffectiveAcademicWritingStepOne:IdentifyingtheResearchAreaExploringresearchareasforacademicwritingdemandsadistinctiveapproach.Academicpapersstandapartfromordinarycompositionsbynecessitatingahighdegreeofspecificityintheirchosentopics,coupledwithpractical,scientific,oreconomicsignificance.Inessence,thecalltoinitiateacademicexplorationbyreflectingonpersonalinterestsandpassionsisaninvitationtoinfusethescholarlyjourneywithauthenticityandpurpose.StepTwo:NarrowingdowntheFocusrefineabroadtopicintoamorespecificandmanageableresearchquestionensurethatthestudyistargeted,feasible,andabletocontributemeaningfullytotheexistingbodyofknowledgeExamplesBroadTopic:EnvironmentalSustainabilityNarrowedFocus:ImpactofUrbanGreenSpacesonAirQualityinMetropolitanAreasBroadTopic:ArtificialIntelligenceNarrowedFocus:EthicalImplicationsofFacialRecognitionTechnologyinLawEnforcementBroadTopic:ClimateChangeNarrowedFocus:ExaminingtheEffectsofMeltingGlaciersonWaterSecurityinHimalayanRegionPrepareaworkingbibliography.Readandsummarizetherelatedliterature.StepThree:ConductingLiteratureReview

ontheChosenTopicStepFour:FormulatingaClearResearchQuestionorHypothesisFormulateafocusedandspecificresearchquestionbyusinginterrogativewordssuchas“what,”“how,”“why,”or“who.”

Ensurefeasibility,relevancetotheresearch,andavoidaddressingmultipleissuesinasinglequestion.ResearchQuestion:Whatistherelationshipbetweendailysocialmediausageamongadolescentsandtheprevalenceofsymptomsrelatedtoanxietyanddepression?StepFive:MakingtheResearchPlaninaStructuredProposalAresearchproposaloutlinestheobjectives,methodology,andscopeofaresearchstudy.Theprimarygoalofaproposalistoarticulateclearresearchquestionsorhypotheses,providingarationaleforthestudy’simportance.StepSix:ConductingthePlannedResearchActivities

asystematicapproachunderstandresearchquestions,objectives,methodology,andtimelineensureaccesstonecessaryresources,materials,equipment,software,andliteratureadheretoethicalguidelinesandobtainapprovalsifinvolvinghumansubjects,animals,orsensitiveapproachchoosedatacollectionmethodssystematically,suchassurveysorexperimentskeepdetailedrecords,documentingprocedures,modifications,andchallengesduringdatacollectionStepSeven:WritingupthePaper/Thesis/DissertationThreedistinctphases:

drafting,editing,andrefiningDrafting:

generateandorganizeideascreativelyEditing:

identifyandcorrecterrorsRefining:

fine-tuningdetailslikelanguagechoiceandtoneforapolishedexpressionofideas.1.5GeneralStructureofanAcademicPaper

?Title?Abstract?Keywords?Introduction?LiteratureReview?Materialsand

Methods?DataAnalysisand

Discussion?Conclusion?References?Appendices

(if

applicable)?Acknowledgement(ifnecessary)ThankYou!

Chapter2IntroductionGraduateAcademicEnglishWritingContentsDefinitionofanIntroduction1ImportanceofanIntroduction

2StructureofanIntroduction3MajorElementsofanIntroduction4BasicVerbTensesinIntroduction51.DefinitionofanIntroduction

Placedatthebeginningofapaper

Guidingreaderstothespecifictopic

Explainingscope,context,andimportanceProvidingnecessarypreliminaryinformationEnsuringreaders’understandingbeforegettinginsightintothe

researchfindings

Helpingreadersunderstandthetopic’sbackground

Explainingthesignificanceofthepaper

OfferingaguidefortherestofthepaperArousingreaders’interest2.ImportanceofanIntroductionFunnel-shapedStructurefromgeneraltospecificfrombroadoverviewtospecificresearchfocus3.

StructureofanIntroductionFunnel-shapedStructureGeneralSpecificExample:Readtheintroductionofaresearchpaperintheexampleandthinkabouthowtheintroductionpresentsthefunnel-shapedstructure.3.

StructureofanIntroductionSwales&Feak(2012:331)proposedtheCARS(Create-a-Research-Space)Modelforintroduction.Themodelconsistsofthreemovesthathelpidentifythebackground,motivationandfocusoftheresearch.3.

StructureofanIntroductionTheCARSModelMove1:Establishingaresearchterritorya.byshowingthatthegeneralresearchareaisimportant,central,interesting,problematic,orrelevantinsomeway(optional)b.byintroducingandreviewingitemsofpreviousresearchinthearea(obligatory)3.

StructureofanIntroductionTheCARSModelMove2:Establishinganiche

byindicatingagapinthepreviousresearch,raisingaquestionaboutit,orbyextendingpreviousknowledgeinsomeway(obligatory)3.

StructureofanIntroductionTheCARSModelMove3:Occupyingthenichea.byoutliningpurposesorstatingthenatureofthepresentresearch(obligatory)b.bylistingresearchquestionsorhypotheses(optional)c.byannouncingprincipalfindings(optional)d.bystatingthevalueofthepresentresearch(optional)e.byindicatingthestructureoftheresearchpaper(optional)3.

StructureofanIntroductionTheCARSModelExample:ReadtheexampleagainandanalyzeitaccordingtotheCARSmodel.3.

StructureofanIntroductionExampleMove1:EstablishingaresearchterritoryMove1a:Sentences1-21showtheimportanceoftheresearchareaMove1b:Sentences22-23reviewthepreviousresearchMove2:EstablishinganicheSentence23indicatesthegapofpreviousresearchMove3:OccupyingthenicheMove3a:Sentences24-25statethepurposeofthepresentresearchMove3d:Sentences26-28statethevalueofthepresentresearch

Establishingthecontext,backgroundand/orimportanceofthetopic;TheoutbreakoftheCOVID-19pandemiccausedlivestreamteachingtobecomethemajorteachingmethodformostschoolsanduniversitiesinChina.Duringlivestreamteaching,teachersexperiencedsuccessfulinstructionaladaptationsaswellasnegativefeelings,suchasanxiety.4.MajorElementsofanIntroduction

Definingcertainkeyterms;Digitaltechnologies(DTs)arecombinationsofinformation,computing,communication,andconnectivitytechnologiesthatincludesocial,mobile,analytics,cloudcomputing,internetofthings,artificialintelligence,andblockchaintechnologies.

4.MajorElementsofanIntroduction

Givingabriefsynopsisoftherelevantliterature;Overthepastthreedecades,manyresearchersandengineershavedevelopedseveralurbaninfrastructuredesignstomeetthedualneedsofpavementstabilityandtreehealth.4.MajorElementsofanIntroduction

Indicatingtheinadequacyofpreviousresearch;Althoughthereismountingevidencethattreesgrowbetterandarehealthierwhenplantedinengineeredsoilsratherthanconventionaltreepits,thereisnoempiricalresearch,toourknowledge,thathasinvestigatedtreestabilityinengineeredsoils.4.MajorElementsofanIntroduction

Establishingthepurposeoftheresearch;Inthispaper,weaimtocollatethecurrentlyavailablestudiesontheoccurrence,sources,analyticalmethods,andecotoxicologicaleffectsofmicroplasticsinterrestrialsoilecosystems.4.MajorElementsofanIntroduction

Listingtheresearchquestions/objectivesorhypotheses;Weaimedtoaddressthefollowingquestionsinthisstudy.(1)DidhighschoolEFLteachersexperienceanxietyinlivestreamteaching?(2)WhattypesofanxietydidtheseEFLteachersexperienceinlivestreamteaching?(3)Howdidteachers’teachinganxietydevelopduringtheirlivestreamteachingfromtheecologicalsystemperspective?4.MajorElementsofanIntroduction

Introducingthescopeofwork;Inthispaper,weprovidealistofpossiblewaysinwhichChatGPTcanchangethetourismindustry,pointingoutnotonlybenefits,butalsorisks,limitationsandimplicationsforpractitioners.4.MajorElementsofanIntroduction

Providingasynopsisoftheresearchmethod(s);ThecurrentstudyadoptedaqualitativeapproachtofocusonhighschoolEnglishteachersinChinawhoemployedlivestreamteachingastheprimaryteachingmethodduringtheCOVID-19pandemic.4.MajorElementsofanIntroduction

Explainingthesignificanceorvalueofthestudy;Thefindingsofthisstudywillcontributetothedevelopmentofsustainablesoilmanagementpractices,ensuringthelong-termhealth,productivity,andecologicalintegrityofsoils.4.MajorElementsofanIntroduction

Outliningthestructureofthepaper.Thispaperisdividedintofourparts:thefirstbeingliteraturereview,thenresearchdataandmethodsbeforeresultsanalysis,andfinally,conclusionandrelevantpolicyrecommendation.4.MajorElementsofanIntroductionTherearethreebasicverbtensesusedinresearchpapers:

simplepresent

simplepast

presentperfect5.BasicVerbTensesinIntroductionSimplepresent

forbackgroundknowledgeMicroplasticsposeasignificantenvironmentalthreatduetotheirpoorbiodegradabilityandthegradualreleaseofpollutants.5.BasicVerbTensesinIntroductionSimplepresentforstatinggeneralizationsorconclusionsNolinguiststudiestheuseoflanguagewithoutthestudyofcontext.Thiscanbereflectedfromthestatementsoncontextinthepasthalfacenturyandmore.5.BasicVerbTensesinIntroductionSimplepresentforintroducingthepurpose,scope,contributionsofthepresentworkThecurrentstudyextendsthepreviousresearchbyexaminingthepersonalitypredictorsofenvironmentalconcerninamuchlargercommunitysampleofGermanadults.5.BasicVerbTensesinIntroductionSimplepastfordescribingwhatwasdoneinthepastThestudyabroadstartedinthe1950sandearly1970ssawsubstantialworkonmotivation.5.BasicVerbTensesinIntroductionSimplepastfordescribingthemethodsusedinastudyoranexperimentthathasalreadybeenconductedAglucosemoleculewasaddedtothemixturetoseehowthepeptidewouldrespond.5.BasicVerbTensesinIntroductionSimplepast*Simplepastcanbealsousedforintroducingtheresearchpurpose.Thepurposeofourstudywastoempiricallyinvestigatethebiomechanicsoftreesgrowninarangeofurbansoilmixes.5.BasicVerbTensesinIntroductionPresentperfect

forageneralbackgroundThegrowthinlungcancerburdenhaslargelybeenattributedtotheriseincigarettesmoking.

forabriefliteraturereviewofpreviousresearchInthepastdecade,agrowingnumberofstudieshaveinvestigatedhowadolescents’socialmediausemayaffecttheirself-esteem.5.BasicverbtensesinIntroductionThankYou!

Chapter3LiteratureReviewGraduateAcademicEnglishWritingContentsDefinitionsofaliteraturereview1Stepsofwritingaliteraturereview3Structureofaliteraturereview4Organizationalpatternsofaliteraturereview5

Functionsofaliteraturereview26Strategiesforwritingaliteraturereview1.Definitionof

aliteraturereview

MultifacetedconstructCriticalsynthesisofexistingknowledgeRoadmapforresearchFrameworkforcontextualizingstudiesSuccinctoverviewofknowledge(Bell,2010)Selectionandevaluationofdocuments(Hart,1998)

ProvidingContextandBackgroundHistoricaldevelopmentCurrentknowledgeBackgroundinformationSubjectunderstandingTheconcentrationofatmosphericcarbondioxide(CO2)hasbeenincreasingthroughoutrecenthistory.Itwassteadyat280ppmuntiltheindustrialrevolution(Wrobelwitzetal.2013),afterwhichitbeganrising,reachingjustover400ppmcurrently(Blocketal.2017).ThischangeinconcentrationofCO2ispredictedtosignificantlyimpacttheglobalenvironment(Fangetal.2017).Bothprecipitationlevelsandmeantemperaturesareexpectedtochangeasaresultofsuchincreases(Fangetal.2017)which,coupledwiththeexpectationofagrowingpopulation(Challinoretal.2014),couldheavilyburdentheabilityoftheglobalagriculturalinfrastructuretoprovide.2.Functionalrolesofaliteraturereview

IdentifyingGapsandResearchQuestionsResearchgapsFormulatingquestionsUnexploredareasNewresearchdirectionsDespitethenumerousstudiesthathaveinvestigatedthetechno-economicaspectsofhydrogenblendinganditseffectsonthedistributiongridandconsumers(e.g.Giehletal.[28]),thereisalackofresearchontheimpactsofhydrogenblendingontheEuropeanenergysystemandinternationaltradeandtransmission.2.Functionalrolesofaliteraturereview

SynthesizingExistingKnowledgeConnectingsourcesWeavingideasExplainingtheoriesBiggerpictureOwingtoAImarkuplanguage,chatbotscannowidentifykeypatterns,topics,andcategoriesinuserinputsandprovidecorrespondingresponses(Wang&Petrina,2013).WiththeadventofAIandmachinelearningtechniques,chatbotscanrespondtoendusers’unstructuredinputswithhuman-likeresponsesandcontinueafavorableconversation,expressagreement,andevenaddressusersbytheirnames(Huangetal.,2022).

2.FunctionalrolesofaliteraturereviewSupportingorChallengingExistingTheoriesInvestigatingknowledgeSupportingtheoriesChallengingperspectivesFurtherinquiryThespectrumofhealth-relatedandsocialconcernsthatchildrenwithdisabilitiespresentmayincreaseparentalstress(Aniolet?al.,2004)causedbytheemotional,physical,economic,andsocialdemandsthatachild’sdisabilitycanplaceonthefamily(Pinheiro,2006;Sidebotham,2001).2.FunctionsofaliteraturereviewStep1.DefiningResearchQuestions

Scopeandpurpose

Identifykeythemes,concepts,gaps3.StepsofwritingaliteraturereviewStep2.SelectingRelevantDatabasesandSources

Journals

Publicationdate

Identifiedauthors

Location

Funding

Researchquestion

Methodologytype

Populationandsamplingmethodology

Intervention3.StepsinwritingaliteraturereviewStep3.CriticalReadingandEvaluation

Quality,relevance,reliability

Strengths,limitations,methodology

Synthesizingdiverseperspectives3.StepsinwritingaliteraturereviewStep4.TakingNotesinReadingLiteratureReview

Activeengagement

ParaphrasingAbbreviationsConceptmaps

Thematiccategorization3.StepsinwritingaliteraturereviewStep5.SummarizingwhileReadingLiteratureComprehendingmainobjectivesLogical,thematicsummarizationObjectiveandneutraltoneConciseyetcomprehensive3.StepsinwritingaliteraturereviewFunnel-shapedStructureIntroductorySection

IntroducethetopicandsetthecontextNarrowdownyourcontext,topic,method,etc.BodySectionAnalyzethepreviousresearchIdentifygapsintheresearchConcludingSectionIntroduceyourresearchobjectivesExplainhowyourresearchaddressesthegapsandoffersnewinsights.4.

StructureofaliteraturereviewThree-partstructureChronologicalPatternDevelopmentovertimeHistoricalperspectiveEvolutionofthefieldKeyturningpoints5.OrganizationalpatternsofaliteraturereviewChronologicalPatternTheearliestEuropeanwrittenaccountsoflanguageteachingmethodsarefromthe5thcenturyCE,referringspecificallytoLatin.ForcenturiesthelanguageoftheRomanswastheprimaryforeigncodethroughoutmuchofEurope,functioningasthelanguageofscholarship,trade,andgovernment.ThefoundingofuniversitiesinthelatterMiddleAgesledtodevelopingtheGrammar-TranslationMethod,basedonthecenturies’longtraditionofreadingLatinandGreeklearnedtexts.Inthe15thcentury,EuropeansbeganshiftingfromLatintousingthecontinent’smodernlanguagesmorewidely.Bythe19thcentury,theDirectMethodwasdeveloped,modeledonfirstlanguageacquisitionandaddressingthegreaterneedforspeakingskillsine.g.French,German,andEnglish.Intheearly20thcentury,researchlargelyineducationalpsychologyledtodevelopingtheAudio-lingualMethodinthe1940s.Believinglanguageusewasanissueofstimulusandresponse,teachingmethodsemphasizedrepetitionanddialoguememorization.Adecadelater,Chomsky’slandmarkresearchoncognitiveaspectsoflanguageacquisitionrecognizedthatchildrendonotacquireaninventoryoflinguisticstimuliandresponses.Instead,deepprocessinginthebrainenablesthemtogeneratesentencestheyhaveneverheardbefore.ThisledtomodernizingtheDirectMethodbyincorporatingcognitivedimensionsoflanguagelearning.Sincethe1970s,languageisfurtherrecognizedasasocialphenomenonthatinherentlyentailsexpressing,interpreting,andnegotiatingmeaning.Tofostersuchcompetence,thecurrentapproachofCommunicativeLanguageTeachingemphasizeshavinglearnersdomeaningfulactivitiesinvolvingtheexchangeofnewinformation.5.OrganizationalpatternsofaliteraturereviewThematicPatternCentralthemesSub-topicsRecurringpatternsDiverseaspectsAvarietyofexistingreviewpapersonWRAscoverawiderangeofsub-topics,fromreviewingthecurrentinstalledwindenergycapacity[6,11-15]andestimatedwindpotentials[6,7,11,12],tochallengesrelatedtothehighpenetrationofwindenergyliketheeconomicfeasibility[12,13,16],environmentalissues[17],technicalandsocialconcernsinurbanenvironments[18,19],powersystemimpacts[13],andsocio-politicalbarrierstolargescaledevelopment[20,21].Further,severalreviewarticlesanalyzetheavailablesoftware,modelsandtoolsforWRAs[6,11,22-24]anddiscussdatasets[7,22]andtheapplicationofnumericalweatherprediction(NWP)models[6].5.OrganizationalpatternsofaliteraturereviewMethodologicalPatternResearchmethodscomparisonQualitativevs.quantitativeEmpiricalvs.theoreticalDisciplinaryperspectivesAsaresult,morequalitativeapproacheshavebeendevelopedtoassessthequalityandstrengthoffindingsfromdifferenttypesofstudiesandtocompareresults(Greenhalgh,Robert,Macfarlane,Bate,&Kyriakidou,2004).Thisisoftenreferredtoasaqualitativesystematicreview,whichcanbedescribedasamethodofcomparingfindingsfromqualitativestudies(Grant&Booth,2009).5.OrganizationalpatternsofaliteraturereviewTheoreticalPatternTheoriesandmodelsConceptdefinitionsTheoreticalframeworksAdvocacyorintegrationTeletandemisguidedbythreetheoreticalprinciples:separationoflanguages,reciprocity,andautonomy(Vassallo&Telles,2006).Theprinciplesguaranteethatsynchronousinteraction,whetherwrittenorspoken,shouldbedividedintotwopartsandthatparticipantsswitchrolesaslearnersandexperts(Cavalari&Aranha,2016;Tang,Qian,Wang,&Hu,2021).5.Organizationalpatternsofaliteraturereview

Paraphrasingtorephrasethesourcematerial

ChangethestructureofthesentenceEmploysynonymsandalternateexpressionsChangethevoiceofthesentencefromactivetopassiveorviceversa

AdjustthelevelofspecificityCombinevariousparaphrasingtechniquesForexample,

Contrarytothecommonbeliefthatspinningofcarsmainlyoccursonslipperyroadsandathighspeeds,thestatisticsshowthatbyfarmostseveraccidentsoccurondryroadsandatspeedsbetween60km/hand100km/h(vanZanten,2002)Paraphrase:Althoughmanypeoplethinkthatcaraccidentsaremorelikelyduetoslickroadsandhighspeeds,researchshowsthatthemajorityofseriousaccidentsoccurondryroadsatspeedof60to100km/h.(vanZanten,2002)6.StrategiesforwritingaliteraturereviewWritingStrategiesforClarityandCoherenceClearwritingstyleLogicalorganizationTransitionalwordsConciseexpression6.StrategiesforWritingaliteraturereviewProvidingProperTransitionsBetweenSourcesLinguisticbridgesLogicalflowSummarizinginformationStrengtheningargumentsExample:“buildinguponthisperspective,”“contrarytothesefindings,”or“inasimilarvein”6.StrategiesforwritingaliteraturereviewUsingTensesCorrectlyPresenttense(currentrelevance)Pasttense(specificstudies)Futuretense(potentialdevelopments)Consistency6.

StrategiesforaliteraturereviewUsingQuotationMarksEffectivelyRepresentingsourcesAcademicintegrityAvoidingplagiarismEthicalscholarship6.

StrategiesforwritingaliteraturereviewThankYou!

Chapter4MaterialsandMethodsGraduateAcademicEnglishWritingContentsMaterialsandMethodsforanAcademicPaper1StructureofMethods2StepstoBegintheMethods3MovesforWritingMaterialsandMethods4

VoicesandTensesinMaterialsandMethods56QualityassessmentofMaterialsandMethods

1.MaterialsandMethodsforanAcademicPaper

Itgenerallycoverstheproceduralstepsandthematerialsemployedateachstep.Theguidingprinciplesofthispart：accuracyandreplication.Describingthematerialsandmethodsclearly.Makingthedescriptionscompleteandconcise.

GuidelinesandConsiderations

Answeringmostoftherelevantproblems

Describinginalogicalorder

AdvisedproceduresforthispartAnexampleandsampleanalysis2.StructureofMethodsFunnel-shapedStructureTypicalwaysofhowauthorsstartthissection

Anexampleandsampleanalysis3.

StepstoBegintheMethods3.

StepstoBegintheMethodsHowyoubeginwillverymuchdependonyourdiscipline.Tohelpyoudecide,takealookattheMethodssectioninpapersfromyourchosenjournal,andseehowauthorsstartthissection.Typicalwaysinclude:(a)Makingageneralstatementaboutyourmethod.Themethoddescribedhereissimple,rapid,sensitiveand...Thestudyaimstosecureinitialsupportforthehypothesizedmodel...3.

StepstoBegintheMethods(b)Referringtoanotherpaper.Thematerialsusedforisolationandculturearedescribedelsewhere.MaterialswereobtainedinaccordancewithBurgessetal.’s