2021年1月23日发(作者：病危)



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Unit 5 Reporting Results





















Objectives:
-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 Activity
1.1 Pre-reading Task

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Do
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 statistical techniques 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 Passage
Results
Types of Language for Thinking and Lexical Collocational Errors

1
One
key
issue
in
this
study
was
whether
a
learner’s
type
of
language
for thinking influences lexical collocational production.
2
This issue
was
explored
by
examining
one
retrospective
report
on
the
questionnaire,
‘‘When tape recording, what language did you mainly use for inner
3
speech?’’
Based
on
their
responses,
the
42
participants
were
classified
into
four
language
groups:
Chinese,
English,
Chinese
mingled
with
English,
4
and
other
languages.
The
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

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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
Collocations

Group
Chinese (CH)

English (EN)

Chinese mingled with
English (CE)

Others

N
5
17
20
0
M
(%)
15.17

SD
(%)
5.48

F
4.07*

Comments
CH>CE*
EN>CE*

12.40
8.44

6.72
4.32







Note: Mean shows the average inaccuracy rate of collocations in each group.
*P<.05

(
Hung- ChunWang
&
Su-Chin
Shih,
2011
)

1.3 Reading Comprehension
1.3.1
Read
the
first
paragraph
and
identify
the
information
elements
you
find in each sentence of the text.


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Sentences

Sentence 1

Elements





Sentence 2


Sentence 3


Sentence 4




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?

Paragraphs
In the 2nd
paragraph

In the 3rd
paragraph

Verbs
results
locating

the



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?

Sentences

Function
Last
sentence
in
the
2nd
paragraph




Last
sentence
in
the
3rd
paragraph






2

Language Focus
2.1 Graphic description
The 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

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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.

Situations
When
introducing
the
graphic
information
and
making
a
general
statement



When referring to a graph
Expressions
The chart shows the percentage of
…

The vertical axis shows
…

The horizontal axis compares
…

As
can
be
seen/It
can
be
seen
from
the
graph
…

As can be seen/It can be seen from Graph 3,
…

As shown in Graph 3,
…

From
the
graph
above,
it
may/can
be
seen/
concluded
/
shown/ estimated/ calculated /
inferred that
…

The graph shows/presents/provides that
…

The graph below /The pie chart above shows/
illustrates…

According to Table 1,
…


There was a minimal (slight, slow, gradual,

steady) rise.
When describing a graph
There was a rapid increase.
There
was
a
(an)
marked
(large,
dramatic,
steep,
sharp,
abrupt)
decrease
(decline,
reduction, fall, drop).
There was a sudden fluctuation.
There was no change.

convex/concave; top/bottom; a slope/ peak /

plateau
When
describing
a
curve
or
a
gradual/slight
increase;
a
sharp/steep
a trend
rise; the peak
a
rapid/abrupt
fall;
a
slight
dip;
no
change;
slow fall
It shows an upward trend.
It shows a downward trend.

to sum up; in conclusion;
When making a conclusion
It appears that…


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The two charts clearly show…


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
the experimental group and the control group.
7. As shown in Table 6.3, chunk frequency also has
significant

correlation with the 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
’
interest and performance in class.
Question 1
: You are very interested in the English writing course.
□
Strongly agree

□
agree
□
I don
’
t know
□
disagree
□
strongly disagree

Question 2
: You are active in group discussion in the classroom.
□
Strongly agree

□
agree
□
I don
’
t know
□
disagree
□
strongly disagree

Table 1 Data concerning the students
’
interest and participation
Item
strongly
agree
N
1
2
35
28
P
50%
40%
N
P
agree
I
don’t

know
N
2
3
P
2.9%
4.3%
N
5
7
P
7.1%
10%
disagree
strongly
disagree
N
3
4
P
4.3%
5.7%
25
35.7%
28
40%
Note: N=number; P=percentage
Now
you
are
required to
report
results
from
the
interview.
The following
sentence patterns may be used in your report.

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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.


The growth rate of Ford car production
7%6%
5%
4%
3%
2%
1%
0%
0.2%6.3%
5.5%
4.1%
4.5%
2.8%
2.6%
1.2%
0.3%
3.3%
3.1%
4.6%
J
a
n
u
a
r
y
F
e
b
r
u
a
r
y
M
a
r
c
h
A
p
r
i
l
M
a
y
J
u
n
e
J
u
l
y
A
u
g
u
s
t
S
e
p
t
e
m
b
e
r
O
c
t
o
b
o
r
N
o
v
e
m
b
e
r
D
e
c
e
m
b
e
r


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.

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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 contrast
When 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.

Words
and
expressions
showing
Words
and
expressions
showing
comparison
contrast
like, too
although, yet
similar as, similarly
whereas, however
both, likewise
but, while
as well as, also
instead, unlike
in the same way
unless, be
different
from
have
…
in common
the reverse, differ,
the same as
contrary to, conversely

even though, on the contrary

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