Academic-phrasebank SCI学术论文写作套句
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Academic PhrasebankThe Academic Phrasebank is a copyright free general resource for academic writers. It aims to provide you with some of the phraseological "nuts and bolts" of writing under the headings below (see contents table). It was designed primarily for international students whose first language is not English. However, if you are a native speaker writer, you may still find parts of the material helpful.The phrases can be used simply to assist you in thinking about your writing, or they can be pasted into your own work where this is appropriate. In most cases a certain amount of creativity will be necessary when you do this. It is also possible to transfer some of the words used in particular phrases to others. The phrases are content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism.Users will need to be aware that Phrasebank is not discipline specific, and it does not claim to be comprehensive.ContentsWriting Introductions (6)Establishing the importance of the topic: (6)Establishing the importance of the topic (time frame given): (6)Highlighting a problem in the field of study: (7)Highlighting a controversy in the field of study: (7)Highlighting a knowledge gap in the field of study (for research): (7)Focus, aim, argument: (8)Outline of structure: (8)Explaining Keywords (8)Referring to Literature (8)General descriptions of the relevant literature: (9)General reference to previous research/scholarly activity (usually more than one author) (9)Reference to current state of knowledge (10)Reference to single investigations in the past: researcher(s) as sentence subject (10)Reference to single investigations or publications in the past: time frame prominent (11)Reference to single publication: no time frame (11)A c a d e m i c P h r a s e b a n k 4/2012 | (11) (12) (12) (13) (13) (13) (14) (14) (14) (15) (15) (15) (16) (16) (16) (16) (17) (17) (17) (18) (18) (18) (19) (19) (19) (19) (19)A c a d e m i c P h r a s e b a n k 4/2012 | (20) (20) (21) (21) (21) (21) (22) (22) (22) (22) (23) (23) (23) (24) (24) (24) (24) (25) (25) (25) (25) (26) (26) (26) (26) (26) (27)A c a d e m i c P h r a s e b a n k 4/2012 | (27) (28) (28) (28) (28) (29) (29) (29) (29) (30) (30) (30) (31) (31) (31) (32) (32) (32) (33) (33) (33) (33) (34) (34) (34) (34) (34)A c a d e m i c P h r a s e b a n k 4/2012 | (34) (35) (35) (35) (35)................................................................................................................ 36 (36)............. 36 ........................................................................................................................... 37 (37) (37) (37) (37) (38) (38) (38) (38) (38)................................................................................................................. 38 .. (39)A c a d e m i c P h r a s e b a n k 4/2012 |Examples of phrases which are commonly employed to realise these functions are listed below. Note that there may be a certain amount of overlap between some of the categories under which the phrases are listed.A c a d e m i c P h r a s e b a n k 4/2012 |A c a d e m i c P h r a s e b a n k 4/2012 |A c a d e m i c P h r a s e b a n k 4/2012 | Taken from the Manchester Good Practice Guide: /goodpractice/A c a d e m i c P h r a s e b a n k 4/2012 | At least 152 case-control studies worldwide have examined the relationship between...... (Smith, 1985; Jones, 1987, the literature from the period and found little evidenceA c a d e m i c P h r a s e b a n k 4/2012 |A c a d e m i c P h r a s e b a n k 4/2012 |by Baeyer in The way in which the X gene is regulated was studied extensively by Ho and colleagues (HoA c a d e m i c P h r a s e b a n k 4/2012 |Smith (2003), preventative medicine is far more cost effective, and therefore require you to identify problems with a writer's arguments or methods, or perhaps to refer ...... being against is not enough. We also need to develop habits of constructive thinking.A c a d e m i c P h r a s e b a n k 4/2012 |the study fails to consider the differing categories of damage that .....A c a d e m i c P h r a s e b a n k 4/2012 |included ......adopted ......A much more systematic study would identify how X interacts with other variables that are However, few writers have been able to draw on any structured research into the opinionsA c a d e m i c P h r a s e b a n k 4/2012 |In the Methods section of a dissertation or research article, writers give an account of how detailed enough for another experienced person to repeat the research and reproduce theA c a d e m i c P h r a s e b a n k 4/2012 |Participants were recruited from 15 clinics across ......, covering urban and rural areas …… the subjects to see the computer screen clearly, the laptop was configured with the scores three weeks after initial screening, a global ANOVA F-test was usedA c a d e m i c P h r a s e b a n k 4/2012 |replacedA c a d e m i c P h r a s e b a n k 4/2012 |A c a d e m i c P h r a s e b a n k 4/2012 |More elaborate commentary on the results is normally restricted to the Discussion section. To compare the scores three weeks after initial screening, a global ANOVA F-test was used A scatter diagram and a Pearson's product moment correlation were used to determine theA c a d e m i c P h r a s e b a n k 4/2012 |A c a d e m i c P h r a s e b a n k 4/2012 |usually refers to two types of activity: a) considering both sides of an issue, or question, b)A c a d e m i c P h r a s e b a n k 4/2012 |A c a d e m i c P h r a s e b a n k 4/2012 |Although exclusion of X did not reduce the effect on X, these results should be interpretedA c a d e m i c P h r a s e b a n k 4/2012 |might be called "looking back"; and the second is to give a final comment or judgement onA c a d e m i c P h r a s e b a n k 4/2012 |A c a d e m i c P h r a s e b a n k 4/2012 |The project was limited in several ways. First, the project used a convenience sample thatA c a d e m i c P h r a s e b a n k 4/2012 | In academic work students are often expected to give definitions of key words and phrases legal, diplomatic, personal) arise as a result of different interpretations of the same term.A c a d e m i c P h r a s e b a n k 4/2012 |A c a d e m i c P h r a s e b a n k 4/2012 | The term "matter" is used by Aristotle in four overlapping senses. First, it is the underlying arguments. Examples can also be used to help the reader or listener understand unfamiliar often used in teaching. Finally, students may be required to give examples in their work to specific details or examples. In most paragraphs, therefore, examples usually come after aA c a d e m i c P h r a s e b a n k 4/2012 |things. In writing, classifying is often used as a way of introducing a reader to a new topic. of an essay, or longer piece of writing. We list things when we want to treat and present aA c a d e m i c P h r a s e b a n k 4/2012 |: a) ...... : : the Kyrie, Gloria, Credo, : the Kyrie, Gloria, .......A c a d e m i c P h r a s e b a n k 4/2012 |: a) ...... of the language that you may find useful for explaining causes and effects is listed below:A c a d e m i c P h r a s e b a n k 4/2012 |will probably be difficultA c a d e m i c P h r a s e b a n k 4/2012 |ground level ozone. men at certain precision manual tasks, such as placing pegs men to suffer aphasia when the front part of the brain isA c a d e m i c P h r a s e b a n k 4/2012 |, men usually perform better on tests that require the ability restrictions were placed on German academics.A c a d e m i c P h r a s e b a n k 4/2012 |situations/actions which began in the past and continue up to the present, or for which their share of world production and trade. A trend is a description of change over time. A projection is a prediction of future change. Trends and projections are usually illustrated using line graphs in which the horizontal axisA c a d e m i c P h r a s e b a n k 4/2012 |of U.S. families declined from $10,716 in 1970 of the bottom 20 percent of U.S. families declined from $10,716 in 1970A c a d e m i c P h r a s e b a n k 4/2012 |from $10,716 in 1970 The phrasebank was created and maintained by the University of Manchester. It was last updated in2011. The original Phrasebank can be accessed at:/general%20functions.htm。