研究生学术英语写作教程Unit 5 Reporting Results

Unit 5 Reporting ResultsObjectives:-Understand the function and the major elements of the results section;-Learn the major steps to deal with the results section;-Use the tips for describing graphic information;-Grasp the tips for making comparison and contrast;-Learn the skills for choosing appropriate graphs and making graphs.Contents:- Teacher’s introduction;- Reading and discussion: Types of Language for Thinking and Lexical Collocational Errors;- Language focus: graphic description; comparison and contrast;-Writing practice: using graphs and describing graphs (tables and charts);- Rewriting practice: grasping the major moves for outlining the results section;- Classroom extension: descriptions of data and graphs when reporting results.1.Reading Activity1.1 Pre-reading TaskDo you know how to report the results of your research? The standard approach to the results section of a research paper is to present the results with the statisticaltechniques such as tables and charts. This does not mean that you do not need any text to describe data presented in graphs.Think about the following questions before reading the text and then have a discussion with your classmates.1. What is the function of the results section?2. What are the major elements included in the results section?3. What are the major steps for you to deal with the results section?4. How do you describe graphic information in the results section?5. How do you compare and contrast the data presented in graphs?The following is part of the results section of a research paper which investigated how EFL learners’ type s of language for thinking influence their lexical collocational errors in speech.1.2 Reading PassageResultsTypes of Language for Thinking and Lexical Collocational Errors1One key issue in this study was whether a learner’s type of language for thinking influences lexical collocational production. 2This issue was explored by examining one retrospective report on the qu estionnaire, ‘‘When tape recording, what language did you mainly use for inner speech?’’ 3Based on their responses, the 42 participants were classified into four language groups: Chinese, English, Chinese mingled with English, and other languages. 4The par ticipants’ inaccuracy rates were compared, which were obtained by dividing the number of errors by the overall number of lexical collocations they produced individually, among the language groups.The preliminary analysis discovered that the 42 participants produced a total of 2,491 lexical collocations, and each participant created approximately 29 lexical collocations per minute. Regarding learner errors, 263 incorrect collocations were found among the 2,491 lexical collocations, resulting in an inaccuracy rate of 10.56. To report the effect of language for thinking on the production of lexical collocations in speech, Table 1 records the fact that 5 students stated that their type of language for thinking was for the most part Chinese. As Table 1 shows, 17 mainly used English for thinking, 20 primarily thought in Chinese mingled with English, and none thought in other languages. The inaccuracy rate of oral lexical collocations in each language group was calculated by dividing the total number of lexical collocational errors by the total number of lexical collocations produced. Descriptive statistics demonstrated that those who mainly thought in their native language (Mandarin Chinese) produced the highest inaccuracy rate of lexical collocations (M=15.17), followed by those who primarily thought in English (M=12.40) and those using a combination (M=8.44).Results of a one-way analysis of variance (ANOVA) further displayed that the difference among these three groups reached a significant level, F(2,39)=4.07, p<.05. This result supports the notion that EFL learners’ type of language for thinking appreciably influences their oral production of lexical collocations.To probe intergroup differences, the Fisher Least Significant Difference (LSD) posthoc test was adopted, which aims at discerning whether the comparison between groups reaches the significance level. The LSD test showed that the Chinese-mingled-with- English group had a markedly lower inaccuracy rate than the Chinese or English groups, while the difference between the Chinese and English groups was not significant. Thinking in both Chinese and English was more beneficial and effective to the EFL learners’ oral production of lexical collocations.Table 1: Types of Language for Thinking and Inaccuracy Rates of Lexical CollocationsNote: Mean shows the average inaccuracy rate of collocations in each group.*P<.05(Hung-ChunWang & Su-Chin Shih, 2011) 1.3 Reading Comprehension1.3.1 Read the first paragraph and identify the information elements you find in each sentence of the text.1.3.2 Some verbs can be used to locate the results of the research, such as “show”and “indicate”. Read the second and third paragraphs carefully and think of the question: Which verbs did the authors use for locating the results?1.3.3 Read the second and third paragraphs carefully and think of the question: What is the function of the last sentence in the 2nd and 3rd paragraph s respectively?2Language Focus2.1 Graphic descriptionThe results section clearly presents the findings of your study. It is usually presented both in graph and text. First, prepare the graphs as soon as all the data are analyzed and arrange them in the sequence that best presents your results in a logical way. Then, as the results section is text-based section, the description of graphs is of great importance in paper writing. Good descriptions can help the readers understand your research better while using a single sentence pattern to describe the statistical and graphic information in a research paper will make your readers feel too bored and lose interest in reading on, so we need to pay more attention to the language use when describing the statistical and graphic information.Here we will introduce some useful words, phrases or sentence patterns which can be used in different situations of graphic description.If you need to highlight significant data in a table/chart, you may use some adjectives such as “apparent”, “clear”, “interesting”, “obvious”, “revealing”and “significant” to make your viewpoint known and meanwhile attract readers’ attention.The following sentence patterns are useful for you when you report significant results or findings.1. It is apparent from Table 2 that...2. Table 5 is quite revealing in several ways.3. From Chart 5 we can see that Experiment 2 resulted in the lowest value of ...4. What is interesting in this data is that ...5. In Figure 10, there is a clear trend of decreasing ...6. As Table 2.1 shows, there was a great deal of difference between theexperimental group and the control group.7. As shown in Table 6.3, chunk frequency also has significant correlation withthe indices of oral proficiency.8. There was no obvious difference between Method 1 and Method 2.2.1.1 The following table lists results of a questionnaire concerning students’ interestand performance in class.Question 1: You are very interested in the English writing course.□Strongly agree □agree □I don’t know □disagree □strongly disagr ee Question 2: You are active in group discussion in the classroom.□Strongly agree □agree □I don’t know □disagree □strongly disagr eeNote: N=number; P=percentageNow you are required to report results from the interview. The following sentence patterns may be used in your report.1. Of all the subjects, 70 completed and returned the questionnaire form.2. The majority of respondents felt that …3. Over a half of those surveyed indicated that …4. A small number of respondents …5. A minority of participants (%) indicated ...6. In response to Question 1, most of those surveyed indicated that ...7. The overall response to this question was very positive.8. It is apparent from the table above that...____________________________________________________________________ 2.1.2 The following line graph shows an upward trend in growth rate of Ford car production during the period from January to December 2011.Look at the line graph carefully first and then do the following exercises.A. Mark the following places in the graph.a) The bottom of the line;b) The peak of the line;c) The fluctuating part.B. Describe the growth rate of Ford car production in the following months respectively. Try to use the phrases or sentence patterns of graphic description you learned in this section.a) In January: _________________________________________________________.b) From March to April:_________________________________________________.c) From May to September:______________________________________________.d) From October to December:___________________________________________.C. What does the overall line graph reveal in the growth rate of Ford car production during the period from January to December 2011?__________________________.2.2 Comparison and contrastWhen you are writing the reports section, you need to do much more than just give data. What you should always try to do is to convey more information with the data. Comparing and contrasting is a common way to deal with the data. The purpose of comparison is to show similarities while contrast is used to show differences. Through comparison or contrast between two or more things, the reader can understand them better.Here are some key words commonly used to express comparison or contrast.Note: Comparison and contrast is often used in graph description. Here are some points for you to pay special attention to.1) Not all the information has to be compared or contrasted with each other. It is common to introduce the most significant or important information and compare or contrast it. If necessary, you must make some calculation before comparing or contrasting the data.2) When comparing or contrasting information in the graphs, it is not necessary to lay equal emphasis on every change. Just give stress to those dramatic changes or to those that are of special interest to you, or those that you want your readers to pay more attention to and ignore the less important parts.3) The comparison/contrast should be supported by concrete and relevant facts or data.2.2.1 The tables below are the results of a research which examines the average marks scored by boys and girls of different ages in several school subjects. Write a report for a university lecturer describing the information below.You should write a minimum of 150 words.Boys:Girls:3.Writing Practice3.1 Using graphsGraphs are commonly used in reporting the results of your research. A graph is a diagram, usually a line or a curve, which shows how two or more sets of numbers and measurements are related. Graphs usually include bar/column charts/graphs, pie charts, line graphs and tables.Generally speaking, bar charts are diagrams with rectangular bars with lengths proportional to the values that they represent. The bars can be plotted vertically or horizontally. However, they more clearly show the relationship of different parts of the sample to each other. They do not clearly show the parts in relation to the whole. The following bar chart shows the teachers with master’s degree or above in Northwestern College according to gender.A pie chart is a circle divided into segments. Pie charts can be used to show the sizes of various parts of the results in relation to each other and in relation to the whole sample. They are usually used to show percentages. The following pie chart shows the percentage of living costs per month in a family.A line graph is a type of graph displaying information as a series of data points connected by continuous lines. It can show a pattern or trend which usually takes place over a period of time. The following linegraph shows the change of annual income of an average family in a certain city in China. .A table is a set of facts and figures arranged in columns and rows. A table is a very useful way of organizing numerical information. Tables are efficient, enablingthe researcher to present a large amount of data in a small space. They can show exact numerical values and present quantitative data. They emphasize the discrete rather than the continuous. Here is a table which shows the percentage of the use of transportation vehicles in Northwestern College.Table Use of transportation vehicles in Northwestern CollegeTurn the table above into other graphs for your different research purposes.3.2 Describing a graphThe description of graphs is of great importance in paper writing because it can help the readers understand your research better. How do you describe a graph? Here are the major steps for you to follow:Step 1: Introduce the graphic information briefly and indicate the main trend.Normally it includes the place, time, content and purpose of the graph.Step 2: Describe the relevant and most important or significantdata and makesome comparison if necessary. Words and expressions for describing a curve or a trend are very useful in presenting graphic information.Step 3: Summarize the data/trends.3.2.1 The line graph below shows the sales amount of an online shop from Monday to Friday. Match the descriptive statements with the graph. Which are the correct statements describing the graph?A. The sales amount increased sharply from Monday to Tuesday.B. The sales amount reached a peak on Friday.C. There was a fluctuation in the sales amount.D. The sales amount dropped drastically from Wednesday to Thursday.3.2.2 Write a short passage describing the sales amount of an online shop from Monday to Friday with the information presented in the graph above.3.3 Describing a tableThe table below shows the results of the interviews on the teaching language(s) used by English teachers in class. Answer the following questions first and then according to the answers, describe the information in the table. Pay attention to the use of different sentence patterns when reporting the data.Table 1 Teaching l anguage(s) used by English teachers in classQuestions:1. What does the table show us?2. How many teaching languages are mentioned in the table?3. What language is used most frequently by English teachers in class?4. Do English teachers in class often use Chinese?5. In summary, what impression do you have on the teaching language(s) used by English teachers in class?3.4 Describing chartsThe following is a result from a market survey of personal computers. Report the result from a university student’s perspective. First, describe the student’s needs in personal computers. Then, compare and contrast the three types of personal computers in the items listed in the table below. Finally, conclude by stating which computer seems to be th e most suitable for the student’s needs you have described.Table 2 A market survey of personal computers4. Writing project4.1 Get prepared for writing the results sectionBefore you write the Results Section of your research paper, you need to make everything ready for your writing. The following steps may be helpful for your preparation.1. Read the literature review section and the method section carefully and rethink about the research questions;2. Review you results and check whether they have answered all the research questions;3. Organize your results in a logical manner (For example, according to priority of the appearance of research questions);4. Prepare tables and/or other diagrams;5. Select appropriate language style and pay attention to the use of grammar;Work in groups and discuss what other preparations you can make for writing the results section of your research paper.4.2 Outlining the results sectionWhen outlining a results section, there are usually four major moves to follow.Move 1: Preparing informationThis move functions as a reminder and connector between the method section and the results section, as it provides relevant information for the presentation of results. It provides a review of issues mentioned in the method section, the location of tables or graphs where results are displayed and a general preview of the section. However, it is not obligatory because there are also results sections that do not have this move.Move 2: Reporting resultsMove 2 is the core element. It is the move in which the results of a study are presented, normally with relevant evidence such as statistics and examples. In this move, the authors need to locate where the results are and clearly describe the findings of the study both in diagrams and text.Move 3: Commenting on resultsThis move serves the purpose of establishing the meaning and significance of the research results in relation to the relevant field. It includes information and interpret ations that go beyond the “objective” results. This can involve how the results can be interpreted in the context of the study, how the findings contribute to the field (often involving comparison with related literature), what underlying reasons may account for the results, or comments about the strength, limitations or generalizability of the results. As indicated by the frequency of moves and steps, this section is highly cyclical.Move 4: Summarizing resultsIn this move, the major results obtained are summarized in order to help readers understand the research better. This move is optional in a research paper due to the limited length while it is a must for a dissertation or thesis.Now, you are required to outline the results section of a research paper entitled Astudy of the effect of Chinese language on English writing with the moves given below.4.3 Drafting your results sectionBegin your writing now with the information you have just obtained from your survey.5. Final ChecklistHere are some useful questions to ask yourself about writing the results section of your paper:。

Unit 5: Academic WritingAcademic writing is an essential skill for graduate students. Whether it's writing research papers, essays, or dissertations, the ability to conveyplex ideas in a clear and organized manner is crucial for success in academia. In this unit, we will delve into the keyponents of academic writing, including structure, language, and style, and offer practical tips for developing your skills in this area.1. Understanding the Structure of Academic WritingAcademic writing typically follows a specific structure that includes an introduction, body, and conclusion. The introduction should provide background information on the topic and clearly state the purpose of the paper. The body should present evidence, arguments, and analysis to support the m本人n thesis, while the conclusion should summarize the key points and reiterate the significance of the research. Understanding and following this structure is essential for producing coherent and persuasive academic writing.2. Developing an Academic Writing StyleAcademic writing requires a formal and objective tone. This means avoiding colloquial language, personal opinions, and emotional language. Instead, focus on using clear, precise, and formal language to convey your arguments and ideas. Additionally, pay attention to the use of citations and referencing to acknowledge the sources of your information and evidence. Developing a strong academic writing style takes practice, but it is a crucial skill for graduate students to master.3. Using Language Effectively in Academic WritingIn academic writing, it is important to use language that is precise and unambiguous. Avoid vague or ambiguous language, as this can weaken the clarity and effectiveness of your writing. Additionally, pay attention to the use of transitions and cohesive devices to ensure smooth and logical connections between ideas. By using language effectively, you can enhance the coherence and flow of your academic writing.4. Incorporating Research and EvidenceAcademic writing is heavily reliant on research and evidence tosupport arguments and cl本人ms. As a graduate student, it is important to develop strong research skills and the ability to critically evaluate sources. This includes identifying reliable and credible sources, synthesizing information from multiple sources, and effectively integrating evidence into your writing. By incorporating research and evidence, you can strengthen the validity and persuasiveness of your academic writing.5. Editing and Revising Academic WritingEffective academic writing is the result of careful editing and revision. After drafting your paper, take the time to review and revise it for clarity, coherence, and organization. Pay attention to the overall structure and flow of the paper, as well as the language, style, and tone. Additionally, proofread your work for grammar, punctuation, and spelling errors. By editing and revising your academic writing, you can ensure that it meets the highest standards of clarity and accuracy.ConclusionAcademic writing is a fundamental skill for graduate students, and mastering this skill is key to success in academia. Byunderstanding the structure of academic writing, developing a formal and objective writing style, using language effectively, incorporating research and evidence, and editing and revising your work, you can produce high-quality academic writing that is clear, coherent, and persuasive. With practice and dedication, you can continue to refine your skills in academic writing and excel in your academic pursuits.。

Unit 5 Reporting ResultsObjectives:-Understand the function and the major elements of the results section;-Learn the major steps to deal with the results section;-Use the tips for describing graphic information;-Grasp the tips for making comparison and contrast;-Learn the skills for choosing appropriate graphs and making graphs.Contents:- Teacher’s introduction;- Reading and discussion: Types of Language for Thinking and Lexical Collocational Errors;- Language focus: graphic description; comparison and contrast;-Writing practice: using graphs and describing graphs (tables and charts);- Rewriting practice: grasping the major moves for outlining the results section;- Classroom extension: descriptions of data and graphs when reporting results.1.Reading Activity1.1 Pre-reading TaskDo you know how to report the results of your research? The standard approach to the results section of a research paper is to present the results with the statisticaltechniques such as tables and charts. This does not mean that you do not need any text to describe data presented in graphs.Think about the following questions before reading the text and then have a discussion with your classmates.1. What is the function of the results section?2. What are the major elements included in the results section?3. What are the major steps for you to deal with the results section?4. How do you describe graphic information in the results section?5. How do you compare and contrast the data presented in graphs?The following is part of the results section of a research paper which investigated how EFL learners’ type s of language for thinking influence their lexical collocational errors in speech.1.2 Reading PassageResultsTypes of Language for Thinking and Lexical Collocational Errors1One key issue in this study was whether a learner’s type of language for thinking influences lexical collocational production. 2This issue was explored by examining one retrospective report on the qu estionnaire, ‘‘When tape recording, what language did you mainly use for inner speech?’’ 3Based on their responses, the 42 participants were classified into four language groups: Chinese, English, Chinese mingled with English, and other languages. 4The par ticipants’ inaccuracy rates were compared, which were obtained by dividing the number of errors by the overall number of lexical collocations they produced individually, among the language groups.The preliminary analysis discovered that the 42 participants produced a total of 2,491 lexical collocations, and each participant created approximately 29 lexical collocations per minute. Regarding learner errors, 263 incorrect collocations were found among the 2,491 lexical collocations, resulting in an inaccuracy rate of 10.56. To report the effect of language for thinking on the production of lexical collocations in speech, Table 1 records the fact that 5 students stated that their type of language for thinking was for the most part Chinese. As Table 1 shows, 17 mainly used English for thinking, 20 primarily thought in Chinese mingled with English, and none thought in other languages. The inaccuracy rate of oral lexical collocations in each language group was calculated by dividing the total number of lexical collocational errors by the total number of lexical collocations produced. Descriptive statistics demonstrated that those who mainly thought in their native language (Mandarin Chinese) produced the highest inaccuracy rate of lexical collocations (M=15.17), followed by those who primarily thought in English (M=12.40) and those using a combination (M=8.44).Results of a one-way analysis of variance (ANOVA) further displayed that the difference among these three groups reached a significant level, F(2,39)=4.07, p<.05. This result supports the notion that EFL learners’ type of language for thinking appreciably influences their oral production of lexical collocations.To probe intergroup differences, the Fisher Least Significant Difference (LSD) posthoc test was adopted, which aims at discerning whether the comparison between groups reaches the significance level. The LSD test showed that the Chinese-mingled-with- English group had a markedly lower inaccuracy rate than the Chinese or English groups, while the difference between the Chinese and English groups was not significant. Thinking in both Chinese and English was more beneficial and effective to the EFL learners’ oral production of lexical collocations.Table 1: Types of Language for Thinking and Inaccuracy Rates of Lexical CollocationsNote: Mean shows the average inaccuracy rate of collocations in each group.*P<.05(Hung-ChunWang & Su-Chin Shih, 2011) 1.3 Reading Comprehension1.3.1 Read the first paragraph and identify the information elements you find in each sentence of the text.1.3.2 Some verbs can be used to locate the results of the research, such as “show”and “indicate”. Read the second and third paragraphs carefully and think of the question: Which verbs did the authors use for locating the results?1.3.3 Read the second and third paragraphs carefully and think of the question: What is the function of the last sentence in the 2nd and 3rd paragraph s respectively?2Language Focus2.1 Graphic descriptionThe results section clearly presents the findings of your study. It is usually presented both in graph and text. First, prepare the graphs as soon as all the data are analyzed and arrange them in the sequence that best presents your results in a logical way. Then, as the results section is text-based section, the description of graphs is of great importance in paper writing. Good descriptions can help the readers understand your research better while using a single sentence pattern to describe the statistical and graphic information in a research paper will make your readers feel too bored and lose interest in reading on, so we need to pay more attention to the language use when describing the statistical and graphic information.Here we will introduce some useful words, phrases or sentence patterns which can be used in different situations of graphic description.If you need to highlight significant data in a table/chart, you may use some adjectives such as “apparent”, “clear”, “interesting”, “obvious”, “revealing”and “significant” to make your viewpoint known and meanwhile attract readers’ attention.The following sentence patterns are useful for you when you report significant results or findings.1. It is apparent from Table 2 that...2. Table 5 is quite revealing in several ways.3. From Chart 5 we can see that Experiment 2 resulted in the lowest value of ...4. What is interesting in this data is that ...5. In Figure 10, there is a clear trend of decreasing ...6. As Table 2.1 shows, there was a great deal of difference between theexperimental group and the control group.7. As shown in Table 6.3, chunk frequency also has significant correlation withthe indices of oral proficiency.8. There was no obvious difference between Method 1 and Method 2.2.1.1 The following table lists results of a questionnaire concerning students’ interestand performance in class.Question 1: You are very interested in the English writing course.□Strongly agree □agree □I don’t know □disagree □strongly disagr ee Question 2: You are active in group discussion in the classroom.□Strongly agree □agree □I don’t know □disagree □strongly disagr eeNote: N=number; P=percentageNow you are required to report results from the interview. The following sentence patterns may be used in your report.1. Of all the subjects, 70 completed and returned the questionnaire form.2. The majority of respondents felt that …3. Over a half of those surveyed indicated that …4. A small number of respondents …5. A minority of participants (%) indicated ...6. In response to Question 1, most of those surveyed indicated that ...7. The overall response to this question was very positive.8. It is apparent from the table above that...____________________________________________________________________ 2.1.2 The following line graph shows an upward trend in growth rate of Ford car production during the period from January to December 2011.Look at the line graph carefully first and then do the following exercises.A. Mark the following places in the graph.a) The bottom of the line;b) The peak of the line;c) The fluctuating part.B. Describe the growth rate of Ford car production in the following months respectively. Try to use the phrases or sentence patterns of graphic description you learned in this section.a) In January: _________________________________________________________.b) From March to April:_________________________________________________.c) From May to September:______________________________________________.d) From October to December:___________________________________________.C. What does the overall line graph reveal in the growth rate of Ford car production during the period from January to December 2011?__________________________.2.2 Comparison and contrastWhen you are writing the reports section, you need to do much more than just give data. What you should always try to do is to convey more information with the data. Comparing and contrasting is a common way to deal with the data. The purpose of comparison is to show similarities while contrast is used to show differences. Through comparison or contrast between two or more things, the reader can understand them better.Here are some key words commonly used to express comparison or contrast.Note: Comparison and contrast is often used in graph description. Here are some points for you to pay special attention to.1) Not all the information has to be compared or contrasted with each other. It is common to introduce the most significant or important information and compare or contrast it. If necessary, you must make some calculation before comparing or contrasting the data.2) When comparing or contrasting information in the graphs, it is not necessary to lay equal emphasis on every change. Just give stress to those dramatic changes or to those that are of special interest to you, or those that you want your readers to pay more attention to and ignore the less important parts.3) The comparison/contrast should be supported by concrete and relevant facts or data.2.2.1 The tables below are the results of a research which examines the average marks scored by boys and girls of different ages in several school subjects. Write a report for a university lecturer describing the information below.You should write a minimum of 150 words.Boys:Girls:3.Writing Practice3.1 Using graphsGraphs are commonly used in reporting the results of your research. A graph is a diagram, usually a line or a curve, which shows how two or more sets of numbers and measurements are related. Graphs usually include bar/column charts/graphs, pie charts, line graphs and tables.Generally speaking, bar charts are diagrams with rectangular bars with lengths proportional to the values that they represent. The bars can be plotted vertically or horizontally. However, they more clearly show the relationship of different parts of the sample to each other. They do not clearly show the parts in relation to the whole. The following bar chart shows the teachers with master’s degree or above in Northwestern College according to gender.A pie chart is a circle divided into segments. Pie charts can be used to show the sizes of various parts of the results in relation to each other and in relation to the whole sample. They are usually used to show percentages. The following pie chart shows the percentage of living costs per month in a family.A line graph is a type of graph displaying information as a series of data points connected by continuous lines. It can show a pattern or trend which usually takes place over a period of time. The following linegraph shows the change of annual income of an average family in a certain city in China. .A table is a set of facts and figures arranged in columns and rows. A table is a very useful way of organizing numerical information. Tables are efficient, enablingthe researcher to present a large amount of data in a small space. They can show exact numerical values and present quantitative data. They emphasize the discrete rather than the continuous. Here is a table which shows the percentage of the use of transportation vehicles in Northwestern College.Table Use of transportation vehicles in Northwestern CollegeTurn the table above into other graphs for your different research purposes.3.2 Describing a graphThe description of graphs is of great importance in paper writing because it can help the readers understand your research better. How do you describe a graph? Here are the major steps for you to follow:Step 1: Introduce the graphic information briefly and indicate the main trend.Normally it includes the place, time, content and purpose of the graph.Step 2: Describe the relevant and most important or significantdata and makesome comparison if necessary. Words and expressions for describing a curve or a trend are very useful in presenting graphic information.Step 3: Summarize the data/trends.3.2.1 The line graph below shows the sales amount of an online shop from Monday to Friday. Match the descriptive statements with the graph. Which are the correct statements describing the graph?A. The sales amount increased sharply from Monday to Tuesday.B. The sales amount reached a peak on Friday.C. There was a fluctuation in the sales amount.D. The sales amount dropped drastically from Wednesday to Thursday.3.2.2 Write a short passage describing the sales amount of an online shop from Monday to Friday with the information presented in the graph above.3.3 Describing a tableThe table below shows the results of the interviews on the teaching language(s) used by English teachers in class. Answer the following questions first and then according to the answers, describe the information in the table. Pay attention to the use of different sentence patterns when reporting the data.Table 1 Teaching l anguage(s) used by English teachers in classQuestions:1. What does the table show us?2. How many teaching languages are mentioned in the table?3. What language is used most frequently by English teachers in class?4. Do English teachers in class often use Chinese?5. In summary, what impression do you have on the teaching language(s) used by English teachers in class?3.4 Describing chartsThe following is a result from a market survey of personal computers. Report the result from a university student’s perspective. First, describe the student’s needs in personal computers. Then, compare and contrast the three types of personal computers in the items listed in the table below. Finally, conclude by stating which computer seems to be th e most suitable for the student’s needs you have described.Table 2 A market survey of personal computers4. Writing project4.1 Get prepared for writing the results sectionBefore you write the Results Section of your research paper, you need to make everything ready for your writing. The following steps may be helpful for your preparation.1. Read the literature review section and the method section carefully and rethink about the research questions;2. Review you results and check whether they have answered all the research questions;3. Organize your results in a logical manner (For example, according to priority of the appearance of research questions);4. Prepare tables and/or other diagrams;5. Select appropriate language style and pay attention to the use of grammar;Work in groups and discuss what other preparations you can make for writing the results section of your research paper.4.2 Outlining the results sectionWhen outlining a results section, there are usually four major moves to follow.Move 1: Preparing informationThis move functions as a reminder and connector between the method section and the results section, as it provides relevant information for the presentation of results. It provides a review of issues mentioned in the method section, the location of tables or graphs where results are displayed and a general preview of the section. However, it is not obligatory because there are also results sections that do not have this move.Move 2: Reporting resultsMove 2 is the core element. It is the move in which the results of a study are presented, normally with relevant evidence such as statistics and examples. In this move, the authors need to locate where the results are and clearly describe the findings of the study both in diagrams and text.Move 3: Commenting on resultsThis move serves the purpose of establishing the meaning and significance of the research results in relation to the relevant field. It includes information and interpretations that go beyond the “objective” results. This can involve how the results can be interpreted in the context of the study, how the findings contribute to the field (often involving comparison with related literature), what underlying reasons may account for the results, or comments about the strength, limitations or generalizability of the results. As indicated by the frequency of moves and steps, this section is highly cyclical.Move 4: Summarizing resultsIn this move, the major results obtained are summarized in order to help readers understand the research better. This move is optional in a research paper due to the limited length while it is a must for a dissertation or thesis.Now, you are required to outline the results section of a research paper entitled Astudy of the effect of Chinese language on English writing with the moves given below.4.3 Drafting your results sectionBegin your writing now with the information you have just obtained from your survey.5. Final ChecklistHere are some useful questions to ask yourself about writing the results section of your paper:。

五单元作文研究资料报告英文回答：Unit 5 Research Report.Introduction:In this research report, I will discuss the topic of Unit 5 and provide relevant information and analysis. Unit 5 is an important unit that focuses on various aspects such as language learning, cultural understanding, and communication skills. This report aims to provide a comprehensive understanding of the unit and its significance.Language Learning:Unit 5 emphasizes the importance of language learning. Learning a new language is not only beneficial for communication purposes but also for personal growth andcultural understanding. By acquiring new language skills, individuals can broaden their horizons and connect with people from different cultural backgrounds.Cultural Understanding:Cultural understanding is another crucial aspect of Unit 5. It encourages individuals to appreciate and respect diverse cultures. By understanding different cultural practices, traditions, and beliefs, individuals can develop empathy and become more tolerant. This unit provides opportunities for students to explore various cultures and learn from them.Communication Skills:Unit 5 also focuses on developing effective communication skills. Communication plays a vital role in our personal and professional lives. Through this unit, students learn how to express their thoughts and ideas clearly, listen actively, and engage in meaningful conversations. These skills are essential for buildingstrong relationships and succeeding in various social and professional settings.Importance of Unit 5:Unit 5 is significant as it provides a comprehensive learning experience. It combines language learning,cultural understanding, and communication skills development, which are essential for personal growth and success in today's globalized world. By studying this unit, students can enhance their language proficiency, broaden their cultural knowledge, and become effective communicators.Conclusion:In conclusion, Unit 5 is a crucial unit that focuses on language learning, cultural understanding, and communication skills development. It provides students with valuable knowledge and skills that are essential for personal growth and success. By studying this unit, individuals can become more proficient in language learning,develop empathy towards different cultures, and become effective communicators. Unit 5 plays a significant role in shaping well-rounded individuals who can thrive in a diverse and interconnected world.中文回答：第五单元研究资料报告。

One key issue in this study is the change of trust when students entering the society. This issue has been explored by examining a retrospective report on the questionnaire, “You arevery trust in others.”Based on their responses, we divided the participants into for groups: girls who are study in the college school, boys who are study in the college school, girls working in the society and boys working in the society. Every group has equal numberand the total number is 200 person.The preliminary analysis discovered that 70% of the girls who are study in the college school are very trust in everyone, but only 30%of the girls who are working in the society are strongly agree that. And the most surprise is that no one girls in the campus is strongly not trust in everyone, 6% of the working girls are very not believe in everybody. When girls are studying in university, they prefer to believe others, and only 4% don’t know should they be trust in other people, but this data has made big increase when they become go to society to making money. In response to this question, boys’ answer not the same as girls. Half of the boys studying in school are mostly believe in others, and their attitude change very little when they go out from college. Nearly 80% boys are still believe others whether they are in university or not.There was little difference between the boys studying incampus and the boys working in society.It is apparent from the table that the majority of the students believedothers in this questionnaire. Through careful analysis of this questionnaire, we can concluded that fewer girls believed others when they are working in the society and boys’attitude changes very little after they go to work.When they are in school ,girls are prefer to believe others than boys, but the opposites happened after they graduated in university. But we also can see that the overall response to these questions was very positive.Question: You are very trust in others.Analysis:。

英国论文中Report results部分的写作要点R e p o r t的写作是建立在做研究上的，所以需要分析大量的实验数据，然后得出实验结果，再进行讨论，形成最终的结论。

下面就给大家讲解一下r e p o r t r e s u l t s部分的写作要点。

第一部分：R e p o rt R e s u l t s部分的写作要点1、组成安排①结果部分，列出最能体现实验结果的代表性数据，并在起承转合的部分体现出行文的逻辑关系。

②要注意把结果描述清楚，做了哪些实验，发现了什么现象，有什么结论。

③不要对结果过多解释，不能加入主观评价。

④每一小段都在结尾处，解释这部分结果，便于审稿人和读者对文章的阅读和理解。

⑤重点强调对应于研究问题或者是假设的答案。

2、数据安排①结果部分的数据，用文字、表格、图片分别展示。

②数据的呈现原则是阴性的实验结果不需要给出具体的数据，但如果有重要的阴性结果，需要说明。

③要列出代表性数据而非所有的数据。

④图和表比正文表达得更加清楚，要善于用图片和表格简化结果部分的语言描述，但如果用简单的文字就能阐明，无需再用图表来表达。

⑤图表之间要标识清楚，格式统一，方向注意对齐。

⑥另外，要把最重要的发现放在F i g u r e1。

⑦图表包含具有明确统计学意义的陈述，比如P值，不能夸大统计学上的细微差异。

⑧图、表、文字部分的数据，不要相互重复。

3、时态问题结果部分需要展示本课题的全部论证证据，用以解释和支持假设或者排除其他备选的解释。

①结果部分用于描述自己的研究结果，因为其发生于写作之前，叙述的时态基本上为过去时。

②另外，需要用现在时态的子标题把每种不同的结果分成单独的小节，使得子标题与“方法”部分的子标题和图表的标题相互对应。

③在描述结果呈现形式（图或表），或者直接用图或表作为主语时，因为是写作当时发生的事，所以使用一般现在时。

4、论证逻辑①结果部分应该按研究情况的逻辑进行展开，按照现象-机制-在体功能的逻辑顺序展开。

研究生英语读写教程提高级unit5全文共3篇示例，供读者参考篇1Unit 5 in the Advanced Level of the Research English Reading and Writing Tutorial covers various complex topics such as academic writing, critical thinking, and argumentation. In this unit, students will be challenged to analyze and evaluate different sources, develop persuasive arguments, and enhance their writing skills.The first part of the unit focuses on academic writing, where students will learn about the structure of an academic paper, how to conduct research, and how to cite sources properly. This section will help students understand the importance of following academic standards and guidelines, such as APA or MLA formatting styles. By mastering these skills, students will be well-equipped to write high-quality research papers and essays.The second part of the unit delves into critical thinking, which is a crucial skill for any researcher. Students will learn how to analyze and evaluate different perspectives, identify logical fallacies, and form their own opinions based on evidence. Criticalthinking plays a vital role in academic writing, as it helps researchers to develop strong arguments and defend their viewpoints effectively.The final part of the unit focuses on argumentation, where students will learn how to construct persuasive arguments and present them in a coherent and logical manner. This section will teach students how to use evidence, examples, and reasoning to support their claims and convince their audience. By developing their argumentation skills, students will be able to communicate their ideas effectively and persuade others to agree with their viewpoints.Overall, Unit 5 in the Advanced Level of the Research English Reading and Writing Tutorial is designed to challenge students and push them to think critically, write persuasively, and argue convincingly. By mastering the skills taught in this unit, students will be well-prepared to tackle complex research projects, write compelling papers, and succeed in their academic and professional endeavors.篇2Unit 5 of the Advanced Level of the Graduate English Reading and Writing Course is titled "Academic Writing." In thisunit, students will learn about the different types of academic writing, including research papers, essays, and reports. They will also learn how to structure and organize their writing, as well as how to use sources and citations effectively.One of the key skills that students will develop in this unit is critical thinking. They will learn how to analyze and evaluate different sources of information, as well as how to present their own arguments and ideas in a clear and logical way. This is an important skill for graduate students, as they will need to be able to produce high-quality academic writing that demonstrates a deep understanding of their subject area.In addition to developing their critical thinking skills, students will also learn how to use language effectively in their writing. They will learn about the importance of clarity, conciseness, and coherence in academic writing, as well as how to use language to create well-structured and persuasive arguments.Overall, Unit 5 of the Graduate English Reading and Writing Course is designed to help students improve their academic writing skills and prepare them for the demands ofgraduate-level study. By the end of the unit, students should feelmore confident in their ability to produce high-quality academic writing that meets the standards of their field.篇3Unit 5 of the Advanced Level of the Gradute English Reading and Writing Course is focused on academic writing skills. The unit covers various aspects of academic writing, including structure, coherence, and style. In this unit, students will learn how to write academic essays, research papers, and thesis statements.One of the key skills that students will develop in this unit is the ability to analyze and interpret information from a variety of sources. They will learn how to effectively integrate research findings into their writing and how to reference sources properly. This unit will also teach students how to develop a clear thesis statement and how to support their arguments with evidence and examples.Another important aspect of academic writing covered in this unit is the use of language. Students will learn how to use formal and academic language effectively, how to avoid common grammar and punctuation errors, and how to structure their sentences and paragraphs in a clear and concise manner.They will also learn how to use transitions and linking words to improve the flow of their writing.Overall, Unit 5 of the Advanced Level of the Graduate English Reading and Writing Course provides students with the skills and knowledge they need to excel in their academic writing. By the end of the unit, students will have the confidence and ability to write effective and persuasive academic essays and research papers.。

研究生读写译各单元课后作文总结第一篇：研究生读写译各单元课后作文总结研究生课本课后1-6单元写作集锦第一单元：提高社区成员交流的建议Nowadays, It is more and more important for us to improve communication, because communication is playing a significant role in our daily life.Our neighborhood is like a big family, communication can help us to solve the conflicts and contradictions in the neighborhood.Firstly, As a chairman of our neighborhood community, I have the responsibility to hold some activities to enrich the lives of members.The opportunity of communication is very important.For example, a cocktail parties can help people to keep conversation flowing.Secondly, numbers should enhance the skills of communication.sometimes, we should use our body language properly and make them lively.For example, a physical, nonverbal gesture by women should be more expressive.Sometimes, Language is the only tool, different speed and cadence of our voices can express different meanings.Someone express themselves in all sincerity and with warmth to show respect to the others.Besides, sense of humor is very important, we should use this skill stly, we should learn more knowledge to enrich our mind.That can help us to communicate with others meaningfully, and When the others talk about anything, we can join in them at once and don't feel embarrassed.The importance of communication among the community members is obvious.However, the suggestion is very simple.Therefore, step up and start to make your life become different.第二单元：最有价值的家庭传统When I was young, my parents told me：“Where there is awill, there is way ”.They aimed at encouraging me of the importance of diligence.Undoubtedly, the most valuable tradition of my family is diligence, nobody can deny the importance of it, which developed a positive attitude to make my life more meaningful in my growth.The spirit was remembered and it prevented me from quitting easily when I felt precarious.My parents said that if I hoped to make progress, I must try my best to do everything unswervingly.The more diligent we are, the more easily we are to make money, accumulate wealth, create more opportunities, establish career and integrate into society.My mother often took Edison as a case in point, He told us:” Gen ius need 1% inspiration and 99% perspiration”.All in all, at no time can I ignore the importance of the diligence.Furthermore, on my personal level, small success is no excuse for feeling satisfied with myself.I have always believed in success, have always believed that without diligence, I have learned that one person can really make a difference.Only I strive for life in the future, can I obtain a better education, more job stability better income and a more beautiful environment.第三大单元：促使比尔盖茨成功的因素Factors Contributing to the Success of Bill Gates Everyone is eager to gain success，and everyone has his own interpretation.There are many factors leading to success such as opportunity,intelligence,and ambition,ect.There is no denying that the success of Bill Gates is one of the most successful entrepreneurs in the world.As far as i am concerned,ambition is the premise.Firstly,you must have an ambition.You ought to know what do you want to do.Bills Gates clearly knows his ambition,so he drop out of school Secondly, opportunity plays the same important as diligent impact on success.There is a sayingthat:”success is owing to the people who are ready to do everything ”Thirdly is preparation.God always give the chance to someone who make an preparation.The last factor which contributing to the success of Bill Gates is intelligence.As far as i am concerned,intelligence is also play an important impact on success.Someone ought to develop his strength.In conclusion, concerning the importance of seizing the right moment, we college students should make every effort to get fully prepared to lest miss the opportunities.And everyone should have a clear vision of what he really want in life.If you know what you want, then you’ll recognize every opportunity that comes along tha t fits with your vision, and you’ll be able to grab these opportunities with both hands第四单元：财富和快乐的关系In our modern society with material becoming rich and wealth increasing, most people misunderstand the relationship between wealth and happiness.People always regard wealth as happiness, but there really are some differences between them.Happiness isn’t wealth or can’t be equal to wealth completely.T o some people ,wealth is regarded as first ,because it can help them to do what they want to do.For example ,with a lot of money ,they can buy house ,car ,clothes ,and so on.Besides ,they even have the idea that they can buy happiness which they like.As far as I’m concerned ,one should not equate wealth with happiness ,Happiness contains all kinds of things.I suppose that sometimes happiness comes from a little case.such as ,when you feel very hungry ,you can have a fine meal.you will be happiness as long as you feel your life being full of value.In a word, keeping health first if you want become wealthy.It is well-known that a person can make a large fortune if he has the rightopportunities during his life.But if the person suffers from a terrible illness, then no matter how much money he may earn, he will still lead a miserable life.Therefore, health is much more important than wealth.第五单元：现代科技便利还是麻烦？With the development of economy, the modern technology becomes more and more important in our daily life.As far as I am concerned , altough the development of technology has aroused many negative effects, yet its advantages and benefits far outweigh the down side Firstly, modern technology has generated a great many innovative machines , which substitute human beings to undertake much labor work.Take computer for example, it can perform calculations in an instant with high accuracy.People have been set free from labors with the help of machines technology.Secondly, technology has bettered people’s health condition, and lengthened human life with advanced medical care and progressive medical research.Finally modern technology has shortened the distance among people, and facilitated communications between people.Some people still hold the argument that life was better when technology was simpler.That may be illustrated by the fact that modern technology has resulted in great damage to natural environment.Great amount of natural resources have been over-exploited, and even disappeared.Yet such a problem should be controllable, and may be prevented if reasonable measures taken by we human beings.第六单元：失败是好的老师吗？At present,“Is failure a good teacher?”has become one of the most popular topics in our daily lives.There is no doubt that failure indeed happen every now and then, it often accompany with us in our common life.Although,forfailure,differentpeoplehavedifferentideas.I’m perfectly willing to agree that failure can be a good teacher.Generally speaking,For these people who are optimistic, they always think that “the failure is the mother of success”.They can always find the way to success, according to failure.They will never be afraid of failure , because they have the faith that failure is only the obstacle in the way to success, they may move the stone from the way or find another way to reach success at last.For the other pessimistic people , they may think that failure is not good.They are afraid of failure.If they do meet with failure , they always tell themselves that they are bad and could never be successful , which could destroy their confidence.So they are very afraid of failure.As long as I am concerned , failure is a good teacher.There is some wisdom to be learned from failure.If we can learn to turn a failure to our advantage, we will have learned another secret to success.In a word, Failure is a good teacher and teach us a lot.第二篇：研究生英语读写译教程课文小结小结Unit One“The End of Something", by Ernest Hemingway, is a short story about two young people who witness how time can change the world and the people in it.The broken mill represents Nick and Marjorie's broken relationship.Once, the mill was the center of the town.The town was a place full of activity.In the present of the story, as the time passed by ,the mill lies deserted, as does the relationship between Nick and Marjorie.we can clearly see that time can change everything , when they cannot stay youngforever,so the weak foundation of their relationship is torn down and left in pieces.Eventhough they will meet one day ,the love is not there,because the two lovers have their own understanding of love.Just as the story says“ the fish will not strike anymore, a nd love is not fun anymore.” The good old past feeling isn't good enough anymore, even one of the lovers does not want give up on catching the love,and still clings to what is left and still hopes for the best.The past has become past, only can we cherish the good memory.what one must focus on is what is, now, and what is to come, tomorrow.One must look beyond what was and look for the love belong to themselves.Unit TwoIgnorance is a condition or state where a person ignores, disregards, or overlooks knowledge about something.It is when the person is uninformed, is uneducated about something.However, only an person is full of knowledge,can he has courage to admit his ignorance.The author began the essay by telling the experience of waking in the morning and finding him practically ignorant of anything.The author felt sad about his current store of knowledge after many years of costly education.He has a limited range of knowledge and the inadequate understanding of the major phenomena of the world.However, it suddenly occurred to him when he has gone his way serene and happy, he may be the only one who is ignorant, for anyone will not admit that he is a ignorant person.So someone may have the psychology of remaining to be a happy ignorant person, so he or she would not be able to know more knowledge.And he or she is not vulnerable to ignorance.Unit Three“A sound mind in a sound body is a short, but a full description of a happy state in this world.” Nowadays researchsuggests that we should think there is deep link between body and mind health in order to achieve happy state of mind.In this way, exercise is a state of mind.MichaelCraig Miller uses scientists’ experiments as evidence to show that exercise has exerted great effects on people’s mind health.Regular exercise can improve your mood, decrease anxiety, and raises self-esteem through inducing biological changes.Exercise is also a pretty good antidepressant which can relieves and prevents depression through regulating mood and storing memories.On the other hand, exercise is under genetic control.Genes can influence both people’s physiological responses to exercise and people’s subjective experience of exercise.In the end, the author advices that we form the habit of exercise.You needn’t spend too much and the type of exercise doesn’t matter.Continuing exercise and motivation to exercise are good to your body and mind health.Unit Four“Opportunity is the crux of the American ideal.” People in the American society used to think that with hardwork and self-determination, they are sure to succeed and realize their dreams.But in recent years the traditional doctrine of “American dream” is seriously challenged, esp.with regard to the economic development.Clive Crook holds that in spite of new immigrants, America is already a middle-aged country, and pessimistic spirit has come to dominate the national consciousness.Most important of all, the economic mobility in America is getting lower and lower as compared to any other western country.The idea of the “American Dream” is starting to fade since rich children stay rich whereas poor children still stay poor.And the real focus of any effort to restore economic opportunity is to get out of poverty, and to this end one effective way may be toimprove education, which will definitely have a great effect on economic mobility across generations.Unit FiveIt is probably safe to say that every language has a pair of words expressing good and evil, for it is generally believed that a sense of moral judgment and a distinction between good and evil or right and wrong are cultural universals.But what really is good, and what really is evil? Moralrelativists would argue that the standards of good and evil are only products of local culture, custom, or prejudice.Moreover, believers i n the duality of “good versus evil” would say evil cannot exist without good, nor good without evil, as they are both objective states and opposite ends of the same scale.As boys and girls, we were taught to do good, not evil.(Remember that good will be rewarded with good, and evil with evil?)Yet as Plato observed, there are relatively few ways to do good, but there are countless ways to do evil, which can therefore have a much greaterimpact on our lives, and the lives of other beings capable of suffering.For this reason, some philosophers(e.g.Bernard Gert)maintain that preventing evil is more important than promoting good in formulating moral rules and in conduct.To prevent evil, the author of this article argues, we must first know what is truly “evil”, f or there can be no genuine understanding of goodness in human behavior unless we also understand evil.Beginning with the recognition that neither good nor evil exist outside the human personality, the author distinguishes creative and destructive potentials, and then finds social forces that may activate destructive potentials.With such whats about evil, the author concludes the text by offering some hows as to teaching our children.第三篇：研究生英语读写译教程课文小结小结 Unit One“The End of Something", by Ernest Hemingwa y, is a short story about two young people who witness how time can change the world and the people in it.The broken mill represents Nick and Marjorie's broken relationship.Once, the mill was the center of the town.The town was a place full of activity.In the present of the story, as the time passed by ,the mill lies deserted, as does the relationship between Nick and Marjorie.we can clearly see that time can change everything , when they cannot stay young forever,so the weak foundation of their relationship is torn down and left in pieces.Eventhough they will meet one day ,the love is not there,because the two lovers have their own understanding of love.Just as the story says“ the fish will not strike anymore, and love is not fun anymore.” The good old past feeling isn't good enough anymore, even one of the lovers does not want give up on catching the love,and still clings to what is left and still hopes for the best.The past has become past, only can we cherish the good memory.what one must focus on is what is, now, and what is to come, tomorrow.One must look beyond what was and look for the love belong to themselves.Unit TwoIgnorance is a condition or state where a person ignores, disregards, or overlooks knowledge about something.It is when the person is uninformed, is uneducated about something.However, only an person is full of knowledge,can he has courage to admit his ignorance.The author began the essay by telling the experience of waking in the morning and finding him practically ignorant of anything.The author felt sad about his current store of knowledge after many years of costly education.He has a limited range of knowledge and the inadequate understanding of the major phenomena of theworld.However, it suddenly occurred to him when he has gone his way serene and happy, he may be the only one who is ignorant, for anyone will not admit that he is a ignorant person.So someone may have the psychology of remaining to be a happy ignorant person, so he or she would not be able to know more knowledge.And he or she is not vulnerable to ignorance.Unit Three“A sound mind in a sound body is a short, but a full description of a happy state in this world.” Nowadays research suggests that we should think there is deep link between body and mind health in order to achieve happy state of mind.In this way, exercise is a state of mind.Michael Craig Miller uses scientists’ experiments as evidence to show that exercise has exerted great effects on people’s mind health.Regular exercise can improve your mood, decrease anxiety, and raises self-esteem through inducing biological changes.Exercise is also a pretty good antidepressant which can relieves and prevents depression through regulating mood and storing memories.On the other hand, exercise is under genetic control.Genes can influence both people’s physiological responses to exercise and people’s subjective experience of exercise.In the end, the author advices that we form the habit of exercise.You needn’t spend too much and the type of exercise doesn’t matter.Continuing exercise and motivation to exercise are good to your body and mind health.Unit Four“Opportunity is the crux of the American ideal.” People in the American society used to think that with hardwork and self-determination, they are sure to succeed and realize their dreams.But in recent years the traditional doctrine of “American dream” is seriously challenged, esp.with regard to the economicdevelopment.Clive Crook holds that in spite of new immigrants, America is already a middle-aged country, and pessimistic spirit has come to dominate the national consciousness.Most important of all, the economic mobility in America is getting lower and lower as compared to any other western country.The idea of the “American Dream” is starting to fade since rich children stay rich whereas poor children still stay poor.And the real focus of any effort to restore economic opportunity is to get out of poverty, and to this end one effective way may be to improve education, which will definitely have a great effect on economic mobility across generations.Unit FiveIt is probably safe to say that every language has a pair of words expressing good and evil, for it is generally believed that a sense of moral judgment and a distinction between good and evil or right and wrong are cultural universals.But what really is good, and what really is evil? Moral relativists would argue that the standards of good and evil are only products of local culture, custom, or prejudice.Moreover, believers in the duality of “good versus evil” would say evil cannot exist without good, nor good without evil, as they are both objective states and opposite ends of the same scale.As boys and girls, we were taught to do good, not evil.(Remember that good will be rewarded with good, and evil with evil?)Yet as Plato observed, there are relatively few ways to do good, but there are countless ways to do evil, which can therefore have a much greater impact on our lives, and the lives of other beings capable of suffering.For this reason, some philosophers(e.g.Bernard Gert)maintain that preventing evil is more important than promoting good in formulating moral rules and in conduct.To prevent evil, the author of this article argues, we must first know what is truly “evil”, for there can be nogenuine understanding of goodness in human behavior unless we also understand evil.Beginning with the recognition that neither good nor evil exist outside the human personality, the author distinguishes creative and destructive potentials, and then finds social forces that may activate destructive potentials.With such whats about evil, the author concludes the text by offering some hows as to teaching our children.第四篇：工程硕士研究生实用英语教程读写译课文翻译Unit OneGraduate EducationChinese Translation反思：读研的挑战与成功策略琳达·威斯顿·克莱默(1)继续读研的决定不应太草率，必须先慎重考虑个人及职业发展目标。