学术写作3种常用的时态（来源Jack老师）

学术写作，主要有3种常用的时态：

simple present现在时；simple past 过去时；presentperfect 现在完成时

1）为一篇论文定框架。在引言中用于陈述关于该主题的已知内容，在结论中用于陈述现在的已知内容。

• Scholars share a common argument that engineering is the most male dominated of all professions.Timing of college enrollment is associated with a number of variables.

2）指出当前论文的重点、主要论点或目的。

• This paper analyzes the impact of high temperatures on certain species.

3）对当前或以前的研究结果作出一般性陈述、结论和解释。它的重点是现在已知的东西。

• Graduate school is regarded as crucial for starting an engineering career because failure at this stage closes the door to professional engineering careers, and later career trajectory change is more difficult the longer it is delayed.

4）参考以前的研究结果而不提及作者的名字。

• Children ingest roughly 50-200 mg soil/day [2,3].

5）参考表格或数字。

• Table 1 presents the structural units.

6）描述文学作品的事件或情节。这种用法的名称是 "叙事性陈述"。

• In Mansuji Ibuse’s Black Rain, a child reaches for a pomegranate in his mother’s garden, and a moment later he is dead, killed by the blast of an atomic bomb.

1）报告以前研究的具体结果（通常在句子中加上作者的名字），以支持一个一般性的陈述。

• Probably the most commonly discussed phenomenon in music cognition is the Mozart Effect (this is the general claim). (Specific example) Rauscher and colleagues first documented this effect in their seminal paper.

2）描述一个已完成的实验的方法或数据。

• Statistical analyses were used to determine relationships between variables.

3）报告目前实证研究的结果。

• The L1-English writers utilized mostly NP- and PP-based bundles (78.3% of types and 77.1% of tokens).

4）在任何过去的时间标记之后。

• After the war, Germany had to face strong reparations from the allied nations.

1) 介绍一个新的话题。也可用于介绍一份新的报告或论文。

• There has been a large body of research regarding the effect of carbon emissions on climate change.

2）用一般的主题来总结以前的研究（如 "研究人员发现..."）。现在完成时强调已经做了什么，而不是强调已知的事实。

• Some studies have found that girls have significantly higher fears than boys after trauma (Pfefferbaum et al., 1999; Pine and Cohen, 2002; Shaw, 2003).

3）指出现有研究中的 "空白"：在过去（已发现的）和现在（你将如何为该领域增加更多内容）之间建立联系。

• While these measures have proved to be reliable and valid predictors of what they are measuring, there is little data on how they relate to each other.

4）描述以前的研究结果，但不直接提及原始论文。

• It has been shown that biodiversity is not evenly distributed throughout the world.

From a European perspective, there 1. has been (be) little research on teaching and learning in small rural schools over the last two decades (Kvalsund & Hargreaves, 2009), and information on the incidence of multi- grade teaching is difficult to find (Mulryan-Kyne, 2007). Little (2001) points out that most research on multi-grade teaching 2. has focused (focus) on its impact on students’ learning. The discussion of multi-grade teaching 3. has addressed (address) the question of whether students’ learning results are better in single-grade classes or in multi-grade classes, but studies 4. have not found (not find) significant differences between these two forms (e.g., Veenman, 1995; Åberg-Bengtsson, 2009 ; Lindström and Lindahl, 2011).

According to Hoffman (2003), around the year 2000, the increased awareness of multi-age education as a child-centered strategy began to arouse interest in the practice throughout the United States as well as in many other countries. For example, in the Central-European German-speaking research area, multi-grade teaching 5. has been investigated (investigate) in recent years, especially from the point of view of school reform. The practice 6. has been seen (seen) as a possibility to optimize the phase of school beginning, as multi- grade teaching enables flexible school entry and does not “dramatize” developmental differences between children (Heinzel, 2007, p. 38).