【学习路线图】深度学习从入门到入土

第三单元 关于结果的写作

3.1 Structure

3.1结构
The title of this section varies in different disciplines, and also in different journals. Instead of Results, it is sometimes called ‘Analysis’ or ‘Data Analysis’. Th e table below shows four options for the subtitles from this point until the end of the research paper.
这一部分的标题在不同的学科和不同的期刊中有所不同。它有时被称为“分析”或“数据分析”。下表显示了从这一点到研究论文结束的字幕的四个选项。

In all cases this section reports your comments on what you found or observed, and if the subtitle contains the word Discussion (i.e. Results and Discussion), it includes some or all of the Discussion. As with the Methodology section, the best way to choose an appropriate subtitle is to look at the Guide for Authors of the journals you read regularly.
在所有情况下，本节报告您对发现或观察到的内容的评论，如果副标题包含“讨论”一词（即结果和讨论），则包括部分或全部讨论。与方法论部分一样，选择合适副标题的最佳方法是查看您经常阅读的期刊的作者指南。

In most cases, the results of your work can be given in graphs, tables, equations or images. Why, then, should you bother to write a Results section? Why not simply provide good, clear graphs or tables with good, clear titles and perhaps a few notes underneath each? Thinking about these questions is a good way to begin to understand what you should be writing in this section. Almost everyone writes a Results section, so it is clear that some things cannot be achieved by just using tables, graphs or other images of your results. They can be achieved only by using words.
在大多数情况下，您的工作结果可以以图形，表格，方程或图像的形式给出。那么，为什么还要费心编写结果部分呢？为什么不简单地提供好的，清晰的图表或表格，以及好的，清晰的标题，也许在每个下面有一些注释？思考这些问题是开始理解你应该在这一部分写什么的好方法。几乎每个人都会写一个结果部分，所以很明显，有些事情不能仅仅通过使用表格，图表或其他结果图像来实现。它们只能通过文字来实现。
There are many reasons for writing a Results section. In the first place, some of your results may be more interesting or significant than others, and it is difficult to communicate this in a table or graph. Also, it is essential to relate your results to the aim(s) of the research. Thirdly, in some cases you may want to off er background information to explain why a particular result occurred, or to compare your results with those of other researchers. In addition, your results may be problematic; perhaps some experiments were not fully successful and you want to suggest possible reasons for this.
有很多理由写一个结果部分。首先，你的一些结果可能比其他结果更有趣或更重要，很难用表格或图表来传达这一点。此外，将您的结果与研究目标联系起来也很重要。第三，在某些情况下，你可能想提供背景信息来解释为什么会出现特定的结果，或者将你的结果与其他研究人员的结果进行比较。此外，你的结果可能是有问题的;也许有些实验没有完全成功，你想提出可能的原因。
However, one of the most important reasons for writing a Results section rather than relying on graphs, tables and other images is that you must communicate your own understanding and interpretation of the results to your readers. Results do not speak for themselves; if they did, the tables or graphs of your results would be enough. Your readers do not have to agree with you but they need to know your opinion and understanding of your results.
然而，撰写结果部分而不是依赖于图表，表格和其他图像的最重要原因之一是，您必须将自己对结果的理解和解释传达给读者。结果本身并不能说明问题;如果它们能说明问题，那么你的结果的图表就足够了。你的读者不必同意你的观点，但他们需要知道你的观点和对你的结果的理解。
So when we come to ask our three questions:
所以当我们来问我们的三个问题：

• How do I start the Results section? What type of sentence should I begin with?
  如何启动结果部分？我开始应该用什么类型的句子？
• What type of information should be in this section and in what order?
  本节中应包含哪些类型的信息，以及顺序如何？
• How do I end this section?
  我如何结束这一节？

You already know that this section contains some comments on what you found or observed rather than just a description of your findings and observations, and this helps to answer the second question.
你已经知道，这一部分包含了一些关于你发现或观察到的东西的评论，而不仅仅是对你的发现和观察的描述，这有助于回答第二个问题。
Read the Results section below. The title of the paper is: A modelling approach to traffic management and CO exposure during peak hours. Don’t worry if the subject matter is not familiar to you or if you have difficulty understanding certain words, especially technical terms such as median exposure. Just try to get a general understanding at this stage and familiarise yourself with the type of language used.
阅读下面的结果部分。该文件的标题是：交通管理和CO暴露在高峰时段的建模方法。如果您不熟悉该主题，或者您难以理解某些单词，尤其是技术术语（如中位数暴露），请不要担心。在这一阶段，试着获得一个大致的理解，并熟悉所使用的语言类型。

Results
1 Data obtained in previous studies using a fixed on-site monitor indicated that travel by car resulted in lower CO exposure than travel on foot. 2 According to Figo et al. (1999), the median exposure of car passengers was 11% lower than for those walking. 3 In our study, modelled emission rates were obtained using the Traffic Emission Model (TEM), a CO-exposure modelling framework developed by Ka. 4 Modelled results were compared with actual roadside CO concentrations measured hourly at a fixed monitor. 5 Figure 1 shows the results obtained using TEM.
1以前的研究使用固定的现场监测器获得的数据表明，驾车旅行比步行旅行导致更低的CO暴露。2根据Figo等人（1999年）的研究，汽车乘客的暴露中位数比步行者低11%。3在我们的研究中，模拟排放率是使用交通排放模型（TEM）获得的，交通排放模型是Ka开发的一种CO暴露建模框架。4模拟结果与固定监测器每小时测量的路边CO浓度进行了比较。图1显示了使用TEM获得的结果。
6 As can be seen, during morning peak-time journeys the CO concentrations for car passengers were significantly lower than for pedestrians, which is consistent with results obtained in previous studies. 7 However, the modelled data were not consistent with these results for afternoon journeys. 8 Although the mean CO concentrations modelled by TEM for aft ernoon journeys on foot were in line with those of Figo et al., a striking difference was noted when each of the three peak hours was considered singly (Fig. 2). 9 It can be observed that during the first hour (H1) of the peak period, journeys on foot resulted in a considerably lower level of CO exposure. 10 Although levels for journeys on foot generally exceeded those modelled for car journeys during H2, during the last hour (H3) the levels for journeys on foot were again frequently far lower than for car journeys.
6可以看出，在早上高峰时间的行程中，汽车乘客的CO浓度明显低于行人，这与以前的研究结果一致。7然而，模型数据与下午旅行的结果不一致。[8]尽管TEM模拟的午后徒步旅行的平均CO浓度与Figo等人的结果一致，当单独考虑三个高峰时间时，注意到一个显著的差异（图2）。9可以观察到，在高峰期的第一个小时（H1），步行旅行导致的一氧化碳暴露水平相当低。10虽然在H2期间徒步旅行的水平一般超过为汽车旅行模拟的水平，但在最后一小时（H3）期间，徒步旅行的水平又经常远远低于汽车旅行。
11 A quantitative analysis to determine modelling uncertainties was applied, based on the maximum deviation of the measured and calculated levels within the considered period. 12 Using this approach, the uncertainty of the model prediction for this study slightly exceeds the 50% acceptability limit defined by Jiang. 13 Nevertheless, these results suggest that data obtained using TEM to simulate CO exposures may provide more sensitive information for assessing the impact of traffic management strategies than traditional on-site measurement.
11.根据所涉时期内测量和计算水平的最大偏差，进行了定量分析，以确定模型的不确定性。[12]使用这种方法，本研究的模型预测的不确定性略超过Jiang定义的50%可接受限度。13然而，这些结果表明，使用TEM模拟CO暴露所获得的数据可能比传统的现场测量提供更敏感的信息，用于评估交通管理策略的影响。

Before you begin to build a model, read the following section on grammar and writing skills.
在你开始建立一个模型之前，阅读下面关于语法和写作技巧的部分。

3.2 Grammar and Writing Skills

3.2语法和写作技巧
This section deals with four language areas which are important in the Results section:
本节涉及在结果部分中非常重要的四个语言领域：
SEQUENCE
FREQUENCY
QUANTITY
CAUSALITY
顺序
频率
数量
因果关系

3.2.1 Sequence

3.2.1顺序
In order for other researchers to be able to repeat your work accurately and compare their results with yours, you need to be able to describe the order and time sequence of what you did and found in a very precise way. Time sequence means how long each step took and where it occurred in the sequence. You cannot use only then or next; these words tell your reader the order in which events occurred but they don’t provide information about how long each event took, how soon the next event occurred or where it occurred in the sequence. A clear understanding of the time sequence will help your reader to picture it and repeat it for themselves.
为了让其他研究人员能够准确地重复你的工作，并将他们的结果与你的结果进行比较，你需要能够以非常精确的方式描述你所做和发现的顺序和时间顺序。时间顺序是指每个步骤花费的时间以及它在序列中发生的位置。你不能使用only then或next;这些词告诉你的读者事件发生的顺序，但它们没有提供关于每个事件花了多长时间，下一个事件发生的时间或它在序列中发生的位置的信息。对时间顺序的清晰理解将有助于读者描绘它并为自己重复它。
The words and phrases that communicate sequence can be divided into eight groups.
表达顺序的单词和短语可以分为八组。

1. The first group contains words or phrases which refer to events that occurred before you began your experiment/simulation or before you began observing your results:
   1)第一组包含的单词或短语指的是在你开始实验/模拟之前或在你开始观察结果之前发生的事件：
   It was apparent beforehand that a reduction in temperature would be a desirable outcome.
   事先很明显，温度降低将是一个理想的结果。

2. The second group marks the beginning of the experiment/simulation or the first result you are describing:
   2)第二组标志着实验/模拟的开始或您描述的第一个结果：
   At the beginning the temperature was stable, as predicted.
   正如预测的那样，开始时温度稳定。

3. The third group contains words/phrases which tell you the order in which events occurred but do not give any information about the time sequence:
   3)第三组包含的单词/短语告诉你事件发生的顺序，但不给予任何关于时间顺序的信息：
   The temperature increased to 49°C and then dropped to 30°C.
   温度上升到49 ℃，然后下降到30 ℃。
   In this case, the drop in temperature may have occurred quite soon aft er the temperature reached 49°C or it may have taken a long time; the word then only tells the reader the order in which these events occurred.
   在这种情况下，温度下降可能在温度达到49°C后很快就发生了，或者可能花了很长时间;这个词只告诉读者这些事件发生的顺序。

4. The fourth group is used to communicate that there was (only) a short period of time between two events:
   4)第四组用于传达两个事件之间（只有）很短的时间：
   The temperature increased to 49°C but soon dropped to 30°C.

5. The fifth group communicates that the period of time between events was long, or that the event occurred near the end of the sequence:
   5)第五组传达事件之间的时间间隔很长，或者事件发生在序列的末尾：
   The temperature increased to 49°C and later dropped to 30°C.
   气温上升到49 ℃，后来又降到30 ℃

6. The sixth group is extremely useful and important. It contains words and phrases that are used to communicate that events occurred at the same time or almost at the same time, or during the same period, and therefore the items in this group are sometimes used to communicate a possible causal relationship between events:
   6)第六组是非常有用和重要的。它包含用于传达事件发生在同一时间或几乎同一时间或同一时期的单词和短语，因此该组中的项目有时用于传达事件之间可能的因果关系：
   The temperature dropped sharply when we reduced the pressure.
   当我们降低压力时，温度急剧下降。

7. The seventh group marks the end of the sequence of events:
   7)第七组标志着事件序列的结束：
   At the end there was a noticeable drop in temperature.
   最后，温度明显下降。

8. The last group refers to events that occurred aft er you finished your experiment/simulation or aft er you finished observing the results:
   8)最后一组是指在完成实验/模拟或完成观察结果后发生的事件：
   At the end there was a noticeable drop in temperature but it was decided afterwards to omit it from the input data.
   最后，温度明显下降，但后来决定从输入数据中忽略它。
   Here is a list of the words and phrases that communicate sequence:
   以下是传达序列的单词和短语列表：
   
   Now put them into one (or more) of the appropriate groups. One example in each group has been entered in the box as a guide and some of the words or phrases can appear in more than one group.
   现在把它们放入一个（或多个）适当的组中。每组中的一个示例已输入框中作为指导，并且某些单词或短语可以出现在多个组中。

1. before the beginning
   开始前
   beforehand
2. the beginning or first step
   开始或第一步
   at the beginning
3. steps/order
   then
4. after a short while
   过了一会儿
   soon
5. at a late/later stage; aft er a while/longer period
   在后期;在一段时间后
   later
6. one point/period occurring almost or exactly at the same time as anothe
   与另一点几乎或恰好同时发生的一点/时期
   when
7. the end or last step
   结束或最后一步
   at the end
8. after the end
   在最后
   afterwards