2020-10-10
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An effective introduction explains the purpose and scope of the paper to the reader. The conclusion should provide a clear answer to any question asked in the title, as well as summarizing the main points.
A common framework in an introduction
In an introduction much depends on the type of research a person is conducting, but a common framework is:
a. Definition of key terms, if needed.
b. Relevant background information.
c. Review of work by other writers on the topic.
d. Purpose or aim of the paper.
e. Your methods and the results you found.
f. Any limitations you imposed.
g The organization of your work.
Parts of conclusion
- summary of the main points of the essay
- no new arguments or important information
- the arguments (made in the body of the essay) can be logically extended by making recommendation or prediction
- it’s not a novel; there are no surprising endings
- the best thing is if the conclusion can be tied back to introduction (hard to write)
- summary of the main points of the essay
- no new arguments or important information
- the arguments (made in the body of the essay) can be logically extended by making recommendation or prediction
- it’s not a novel; there are no surprising endings
- the best thing is if the conclusion can be tied back to introduction
COMMUNICATING IN SCIENTIFIC ENVITRONMENT.
Describing texts (articles, scientific papers, studies, reviews, etc.)
Setting a goal
...The chief/general aim...
...central/ key/ ultimate goal...
...main/ particular purpose...
...major/ primary task of this paper/ study is …
...one of the main/ principal objectives is…
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Describing the subject
The subject (matter) of this paper/ study/ analysis/ research/ discussion is …
The present paper/ investigation/article
… goes (inquires) into…
… focuses on…
… deals with…
... is devoted to the questions (problems/ issues) of …
... undertakes to survey/ identify the structure of
... considers what factors/ processes influence …
… the concluding/ final sections/ comments/ remarks concern/ focus on…
... In this article/ section the authors aim to determine…
... attempt to explain the mechanisms of…
... are intended to give/ show/ develop/ provide/ record
... examine the nature/ characteristics/ features/ functions of …
... (will) concentrate on/ argue that/ review
Sounding personal
I want to point to/ review/ introduce...
I can/ shall/ should provide …
I must emphasize that…
I must say a few words about …
I should/ would like to illustrate/ suggest/ posit/ stress that
I find it necessary to consider …/ to turn our attention to …
2.4. Going further:
One further remark…
Two further points …
Further questions…
A further aim of the paper…
The only step needed (here) is …
The issue that ought to be raised here concerns…
The second point I want to describe here has to do with…
This latter point requires justification.
2.5. Supplying evidence:
To lend support to our hypothesis…
To base our position…
This issue can serve as a basis for …
This matter can form a background for a judgment about …
This point requires justification/ should be examined in detail/ with accuracy.
This question requires (further) remark/ comment/ explanation.
This problem presupposes deep study/ minute analysis/ understanding of …
This method should be precisely/ clearly/ accurately/ explicitly/ rigidly defined.
This approach can be extensively/ properly/ reasonably applied to…
This topic should be studied/ investigated closely/ carefully/ thoroughly.
References
According to…
Following…
I will refer to…
This result was obtained by…
Such problems are fully discussed by... in …
The following passage from… illustrates that…
This aspect has (not) received attention (criticism/ scientific support) in the literature.
References should be made to…
2.7. Positive comments:
This article/book/discussion/study
... is an accurate/ comprehensive/ convincing analysis of …
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... is an instructive/ minute/ profound/ thorough description of…
... is a good snapshot of functional analysis…
... supports the theory of…
... sheds new light on …
... allows a principled decision on …
... sounds attractive…
... proved to be successful…
... deals with the complex subject in an orderly manner…
... shows very convincingly, that …
... presents a wealth of data about…
... managed to answer the question with simplicity.
This approach
...is quite/ highly creative/ effective/ fruitful/
...is more flexible than…
...is the best
... is perfect / valuable for …
...has aroused wide interest
...has been the stimulus for analytic discussion
...opens prospects for further study of…
...casts (a new) light on the question
...gives convincing (direct/ exact/ good/ plausible/ serious/ sound/ strong/ sufficient/valid) reason to think that...
...gives rise to theoretical discussion
...is elaborated/ explained in detail.
2.8. Criticism and objections:
The study done by…
...is still under discussion
...does not allow us to answer the question whether…
...leaves many questions open.
The solution offered by... has been criticized at length.
The approach/ strategy
...neglects (ignores)…
... has a number of disadvantages
... is not accurately formulated
... is a hot topic in debates
.. draws sharp criticism
Objections can be raised...
There are a number of objections that can be raised...
There are counter-examples…
The negative side of the approach/ method…
2.9. Personal negative remarks:
I t seems (a bit) artificial
It seems unlikely that …
It is nonsensical / an error to regard …
It is doubtful / I doubt that…
I am unsure whether …
I am afraid / not sure/ I am not convinced that…
I am skeptical / critical / suspicious of …
2.10. Exemplification of the problem:
This example can serve as an illustration to….
This procedure may be illustrated by …
Two sample cases (simple examples,) will help demonstrate …
Here I shall give examples which show that …
To illustrate the point (further), we may take / consider another example…
The following examples may serve as illustrations…
This point can be easily exemplified.
The point will be clearer if we consider another type of example.
KEYS
Ex. 1.4.
C; 2-C; 3-T; 4-T/C; 5-C/T; 6-T; 7-C; 8-T; 9-T; 10-C; 11-C; 12-C.
Ex. 1.7.
In; 2-of; 3-from; 4-to; 5-in; 6-of; 7-between; 8-between; 9-between; 10-_; 11-in; 12-of; 13-because; 14-of; 15-in; 16-with; 17-for; 18-within; 19-of; 20-across; 21-through; 22-in; 23-as; 24-_; 25-in; 26-of; 27-from; 28-to; 29-as; 30-in; 31-of; 32-_; 33-to; 34-through; 35-of; 36-_; 37-with; 38-of; 39-to; 40-at; 41-by; 42-against; 43-of; 44-to; 45-under; 46-in; 47-of; 48-in; 49-of; 50-by; 51-to; 52-of; 53-_.
Ex. 1.8.
| Customer | Buyer |
| Deal | Transaction |
| Dispensation | Distribution |
| Load | Burden |
| Merchandise | Goods |
| Producer | Manufacturer |
| Return | Revert |
| To help | To facilitate |
| To purchase | To buy |
| To trade | To sell |
Ex. 1.9.
| Demand | Supply |
| Ineffective | Successful |
| Initial | Final |
| Intensive | Extensive |
| Minor | Major |
| To decrease | To increase |
| To sack | To employ |
| To start | To complete |
| Unexpired | Lapsed |
| Wide | Narrow |
Ex. 1.10.
