没有合适的资源?快使用搜索试试~ 我知道了~
首页Academic Phrasebank Navigable PDF 2021.pdf
Academic Phrasebank是一个专门针对学术论文写作的词句模板库。它汇集了万千英文母语者的学术文章,并归纳总结了在文章不同位置、不同功用的学术写作短语和句型的用法和例句。帮助你快速学习如何写绪论、如何表达自己观点、如何评价他人、如何进行总结。 简言之,它是一款适用于学术文章,全方位的词句模版库,提供地道的案例句型,对母语非英语的论文写作者非常友好且效果明显。网站总共分为6大板块,并且介绍了每个版块在英文中的含义、作用以及常用的写作方式,而且还为不同的场景罗列出许多例句以供参考使用。
资源详情
资源评论
资源推荐
The Academic Phrasebank is a
general resource for academic
writers. It makes explicit the more
common phraseological ‘nuts and
bolts’ of academic writing.
Academic
Phrasebank
A compendium of commonly
used phrasal elements in
academic English in PDF format
2021 enhanced edition
Personal Copy
Dr John Morley
Navigable PDF version
3
rd
Edition
©2021 The University of Manchester
The enhanced PDF version of Academic Phrasebank is for the sole use of the individual who has downloaded it from
www.phrasebankresearch.net. Distribution of the
enhanced PDF version of Academic Phrasebank by electronic (e.g. via
email, web download) or any other means is strictly prohibited and constitutes copyright infringement.
The enhanced version of Academic Phrasebank is only available on this website: http://www.phrasebankresearch.net as a
PDF file or on the Kindle store (search “Academic Phrasebank” in your regional Kindle store). If you see this enhanced
version of Academic Phrasebank made available anywhere else, please contact john.morley@manchester.ac.uk
immediately.
2 | Page
Preface
The Academic Phrasebank is a general resource for academic writers. It aims to provide the
phraseological ‘nuts and bolts’ of academic writing organised according to the main sections of a
research paper or dissertation. Other phrases are listed under the more general communicative
functions of academic writing.
The resource was designed primarily for academic and scientific writers who are non-native speakers
of English. However, native writers may still find much of the material helpful. In fact, recent data
suggest that the majority of users are native speakers of English.
The phrases, and the headings under which they are listed, can be used simply to assist you in
thinking about the content and organisation of your own writing, or the phrases can be incorporated
into your writing where this is appropriate. In most cases, a certain amount of creativity and
adaptation will be necessary when a phrase is used.
The Academic Phrasebank is not discipline specific. Nevertheless, it should be particularly useful for
writers who need to report their empirical studies. 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.
Most of the phrases in this compendium have been organised according to the main sections of a
research report. However, it is an over-simplification to associate the phrases only with the section in
which they have been placed here. In reality, for example, many of phrases used for referring to
other studies may be found throughout a research report.
In the current PDF version, additional material, which is not phraseological, has been included at the
end of the document. These additional sections should be helpful to you as a writer.
Dr John Morley, 2021
3 | Page
Contents
About Academic Phrasebank
……………………………………………..……..…..................
4
Major Sections
Introducing Work
……………………………………………..………....................
7
Reviewing the Literature
……………………………………………..………….................
32
Describing Methods
……………………………………………..………....................
47
Reporting Results
……………………………………………..………....................
57
Discussing Findings
……………………………………………..………....................
65
Writing Conclusions
……………………………………………..………....................
73
General Functions
Being Cautious
……………………………………………..………....................
84
Being Critical
……………………………………………..………....................
88
Classifying and Listing
……………………………………………..………....................
99
Comparing and Contrasting
……………………………………………..………....................
102
Defining Terms
……………………………………..………..………..................
106
Describing Trends
………………………………………..……..………..................
111
Describing Quantities
…………………………………………..…..………..................
113
Explaining Causality
……………………………………………....………..................
115
Giving Examples as Support
……………………………………………….………..................
119
Signalling Transition
……………………………………………..…..……..................
121
Indicating Shared Knowledge
……………………………………………..……..…..................
125
Writing about the Past
……………………………………………..……..…..................
127
Writing Abstracts
……………………………………………..………....................
129
Writing Acknowledgements
……………………………………………..………....................
132
Notes on Academic Writing
Academic Style
……………………………………..………..………..................
135
Style in Presentations
………………………………………..……..………..................
138
British and US Spelling
…………………………………………..…..………..................
141
Punctuation
……………………………………………....………..................
142
Using Articles
……………………………………………….………..................
143
Sentence Structure
……………………………………………..…..……..................
145
Paragraph Structure
……………………………………………..……..…..................
147
Tips on the Writing Process
……………………………………………..………....................
148
Useful Lists
Connecting Words
……………………………………………..………....................
151
Commonly Confused Words
……………………………………………..………....................
152
Commonly Used Verbs
……………………………………………..………....................
154
4 | Page
About Academic Phrasebank
Theoretical Influences
The Academic Phrasebank largely draws on an approach to analysing academic texts originally
pioneered by John Swales in the 1980s. Utilising a genre analysis approach to identify rhetorical
patterns in the introductions to research articles, Swales defined a ‘move’ as a section of text that
serves a specific communicative function (Swales, 1981,1990). This unit of rhetorical analysis is used
as one of the main organising sub-categories of the Academic Phrasebank. Swales not only identified
commonly used moves in article introductions, but he was interested in showing the kind of language
which was used to achieve the communicative purpose of each move. Much of this language was
phraseological in nature.
The resource also draws upon psycholinguistic insights into how language is learnt and produced. It is
now accepted that much of the language we use is phraseological; that it is acquired, stored and
retrieved as pre-formulated constructions (Bolinger, 1976; Pawley and Syder, 1983). These insights
began to be supported empirically in the 1990s as computer technology permitted the identification
of recurrent phraseological patterns in very large corpora of spoken and written English using
specialised software (e.g. Sinclair, 1991). Phrasebank recognises that there is an important
phraseological dimension to academic language and attempts to make examples of this explicit.
Sources of the phrases
The vast majority of phrases in this resource have been taken from authentic academic sources. The
original corpus from which the phrases were ‘harvested’ consisted of 100 postgraduate dissertations
completed at the University of Manchester. However, phrases from academic articles drawn from a
broad spectrum of disciplines have also been, and continue to be, incorporated. In most cases, the
phrases have been simplified and where necessary they have been ‘sifted’ from their particularised
academic content. Where content words have been included for exemplificatory purposes, these are
substitutions of the original words. In selecting a phrase for inclusion into the Academic Phrasebank,
the following questions are asked:
• does it serve a useful communicative purpose in academic text?
• does it contain collocational and/or formulaic elements?
• are the content words (nouns, verbs, adjectives) generic in nature?
• does the combination ‘sound natural' to a native speaker or writer of English?
When is it acceptable to reuse phrases in academic writing?
In a recent study (Davis and Morley, 2015), 45 academics from two British universities were surveyed
to determine whether reusing phrases was a legitimate activity for academic writers, and if so, what
kind of phrases could be reused. From the survey and later from in-depth interviews, the following
characteristics for acceptability emerged. A reused phrase:
• should not have a unique or original construction;
• should not express a clear point of view of another writer;
• depending on the phrase, may be up to nine words in length; beyond this 'acceptability'
declines;
• may contain up to four generic content words (nouns, verbs or adjectives which are not
bound to a specific topic).
Some of the entries in the Academic Phrasebank, contain specific content words which have been
included for illustrative purposes. These words should be substituted when the phrases are used. In
the phrases below, for example, the content words in bold should be substituted:
剩余155页未读,继续阅读
0111
- 粉丝: 2
- 资源: 12
上传资源 快速赚钱
- 我的内容管理 收起
- 我的资源 快来上传第一个资源
- 我的收益 登录查看自己的收益
- 我的积分 登录查看自己的积分
- 我的C币 登录后查看C币余额
- 我的收藏
- 我的下载
- 下载帮助
会员权益专享
最新资源
- ExcelVBA中的Range和Cells用法说明.pdf
- 基于单片机的电梯控制模型设计.doc
- 主成分分析和因子分析.pptx
- 共享笔记服务系统论文.doc
- 基于数据治理体系的数据中台实践分享.pptx
- 变压器的铭牌和额定值.pptx
- 计算机网络课程设计报告--用winsock设计Ping应用程序.doc
- 高电压技术课件:第03章 液体和固体介质的电气特性.pdf
- Oracle商务智能精华介绍.pptx
- 基于单片机的输液滴速控制系统设计文档.doc
- dw考试题 5套.pdf
- 学生档案管理系统详细设计说明书.doc
- 操作系统PPT课件.pptx
- 智慧路边停车管理系统方案.pptx
- 【企业内控系列】企业内部控制之人力资源管理控制(17页).doc
- 温度传感器分类与特点.pptx
资源上传下载、课程学习等过程中有任何疑问或建议,欢迎提出宝贵意见哦~我们会及时处理!
点击此处反馈
安全验证
文档复制为VIP权益,开通VIP直接复制
信息提交成功
评论2