如何进行英文学术论文写作

如何进行英文学术论文写作 学术论文写作 用 英语 关于好奇心的名言警句英语高中英语词汇下载高中英语词汇 下载英语衡水体下载小学英语关于形容词和副词的题 写学术论文的目的主要有两个，一是参加国际学术会议，在会议上宣讲，促进学术交流;二是在国际学术刊物上发表，使国外同行了解自己的研究成果，同样也是出于学术交流的目的。 不同的学科或领域、不同的刊物对论文的格式有不同的要求，但各个领域的研究论文在文体和语言特点上都有许多共性。了解了这些语言共性，便会起到触类旁通的作用。 对我国青年学者或学生来说，用英语写作的难点不是没有写作材料，不是不熟悉专业词汇，也不是没有打下良好的英语基础。用英语写论文难，是因为不太了解学术英语的语言特点。关于学术英语写作的语言技巧，我们已在第一部分作了较详细的介绍。此部分讨论学术论文写作的 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 ，包括学术论文写作中常用的句型结构，我们都在此作较详细介绍，以便读者模仿练习，将写作工作化难为易。 一般来说，一篇完整规范的学术论文由以下各部分构成: Title(标题) Abstract(摘要) Keywords(关键词) Table of contents(目录) Nomenclature(术语表) Introduction(引言) Method(方法) Results(结果) Discussion(讨论) Conclusion(结论) Acknowledgement(致谢) Reference(参考文献) Appendix(附录) 其中Title，Abstract，Introduction，Method，Result，Discussion，Conclusion，Reference等八项内容是必不可少的(其他内容根据具体需要而定)。在这八项内容中，读者最多的是Title，Abstract和Introduction部分，读者会根据这些内容来决定是否阅读全文。也就是说，一篇研究论文赢得读者的多少，在很大程度上取决于Title，Abstract和Introduction写得好坏。因此这三项内容将各分章详细加以讲述。 学术论文的正文一般包括Method，Result，Discussion三个部分。这三部分主要描述研究课题的具体内容、方法，研究过程中所使用的设备、仪器、条件，并如实公布有关数据和研究结果等。Conclusion是对全文内容或有关研究课题进行的总体性讨论。它具有严密的科学性和客观性，反映一个研究课题的价值，同时提出以后的研究方向。 标题的写法 论文标题是全文内容的缩影。读者通过标题便能够预测论文的主要内容和作者的意图，从而决定是否阅读全文。因此，为了使文章赢得有关领域里众多的读者，论文的标题必须用最精炼的语言恰如其分地体现全文的主题和核心。本章主要探讨英语学术论文标题的语言特点及写法。 6.1 标题的长度 标题 单词总数 名词数 介词数 形容词等 1) Fire Resistant Steels for Construction: Design, Properties and Microchemistry 9 6 1 2 2) Damping Capacity of Shape Memory Alloy 6 5 1 0 3) Microelectronic Assembly and Packaging Technology: Barriers and Needs 8 5 0 3 14) Solid Oxide Fuel Cell: A Survey 6 4 0 2 5) Progress on Fuel Cell and Its Materials 7 4 1 2 6) Computer Simulation and Experimental Study on Cold Shut During Mold Filling 11 5 2 4 英语科技论文中，标题不宜过长，大多为8—12个单词左右。表6.1和表6.2列出了一些学术论文的标题 的字数及词性统计资料。 表6.1 学术论文标题中字数及词性统计(一) 标题 单词总数 名词数 介词数 形容词等 7) On the Fatigue Life Prediction of Spot Welded Components 9 5 2 2 8) Absorbable Implants in Finger Fractures: A Biomechanical and Comparative Study 10 4 1 4 9) Acoustics of Long Spaces: Theory and Application 7 4 l 2 10) Investigation of Air Bags Deployment Forces on Out-of-Position Occupant 7 2 0 11) Semi-Integral Abutments in Bridge Seismic Design 6 3 l 2 12) High Speed Flow Sensor and Fluid Power Systems Modelling 9 7 0 2 13 ) Surface Engineering of Polymers for Biomedical Application 7 4 2 l 14) The Design of User-Oriented Database of Material Performance Based on Client/Server Model 13 7 3 3. 15) Impingement Heat Transfer of Diesel Flames in a Rapid Compression and Expansion Machine 13 8 2 3 平均(约) 9 5.5 1.5 2 来源:中国第三届青年学术会议论文集，材料科学与工程技术。北京:中国科学技术出版社，1998。 标 题 单词总数 名词数 介词数 形容词等 1) Use of Vitamin and Mineral Supplements by the Elderly 9 5 2 2 2) Dietary Supplement and Body Image in Female College Students 9 6 l 2 3) Knowledge of Cardiovascular Disease in University Students 7 4 2 l 4) Severe Weather and the Automobile 5 2 0 3 5) Heavy Weight Contenders:a Look at Fat 7 4 1 2 6) A1uminutn:Is It Hazardous to YourHealth? 7 3 1 3 7) The Use of Technology in Higher Education Programs: a National Survey 11 5 2 4 8) Sustaining the Discussion:Ecology in the Humanities Classroom 8 4 l 3 9) Diversity in the Future WorkForce 6 4 1 l 10) Models of Sustaining Human and Natural Development in an Urban Environment 11 3 2 6 11) Variation in Acorn Production and Chemistry of Two Oak Oak Species with respect to Topography 14 8 5 1 12) Traditional Versus Adult StudiesStudents: the College Experience 8 5 0 3 13) Solving the Food Shortage Problem in Northeast and Northwest Africa Using Hydroponically Grown Peanuts & Solarly Distilled Water 18 10 1 7 14) Impact of Cancer:Coping Process and Quality of Life 9 5 2 2 标 题 单词总数 名词数 介词数 形容 词等 15) Application of Digital Image Analysis for Helping to Define the Prognosis Of Selected Malignancies 14 6 3 5 平均(约) 9.5 5 1.5 3 来源:The Ohio Journal of Science Vol. 96(2) 表6.1中列出的是中国科协第三届青年学术年会论文集中15篇英文论文的标题，平均9个单词。表6.2列 出的是从The Ohio Journal of Science中随机挑出的15篇论文的标题，平均9(5个单词。要想用有限 的字数概括全文的主旨，用词必须仔细斟酌和推敲，选择最简练、最准确、最贴切的词来表达全文的主要 内容。 6.2 标题的用词 从表6.1和表6.2可以看出，标题中用得最多的是名词(包括动名词)，平均占总单词数的50,,60,之高。 其中有的标题中80,以上的词为名词。除名词外，用得较多的是介词，有时使用形容词、冠词、连词、副词。 标题是对全文重要内容的高度概括，因此用词要贴切、中肯，不能有任何随意性。为了便于检索，标题中所用的词尽量使用表达全文内容的关键词，下面举例 说明 关于失联党员情况说明岗位说明总经理岗位说明书会计岗位说明书行政主管岗位说明书 标题中关键词的出现率。例1 a( 标题:On the Fatigue Life Prediction of Spot Welded Components b( 关键词:fatigue spotweld automobile life prediction ? 疲劳 点焊 汽车 寿命预测 b(标题:Computer Simulation and Experimental Study On Cold Shut During Mold Filling 关键词:mold filling computer simulation cold shut casting 铸件充型 计算机模拟 冷隔 铸造 c(标题:Investigation of Air Bags Deployment Forces on Out-of Position Occupant 关键词:air bag out-of-position occupant 安全气囊 离位乘员 c( 标题:New Fatigue Test and Statistical Method for Metallic Materials Used in Vehicle Transmissions 关键词:fatigue test statistical method test specimens 疲劳实验 统计方法 试样 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 : 例1a中，有4个关键词，在标题里出现了3个，而标题中出现的两个名词词组fatigue life prediction 和 spot welded components都是文章的关键词。 在例1b中，有4个关键词，其中3个出现在标题里。标题中用了4个名词词组:computer simulation，experimental study，cold shut，mold filling，其中3个是关键词。 例1c中有2个关键词，在标题里都出现。标题中用了3个名词或名词词组:investigation，air bags deployment forces，out-of-position occupant，其中两个是关键词。 例1d中有3个关键词，其中2个出现在标题里。 从上面四个例子可以看出，标题中的用词多是文章的关键词，明确、精炼，将文章的主要内容予以高度概括。 标题中用得最多的是名词或名词词组，一般不用动词或动词词组。如果用动词，则用非谓语动词形式，如动名词、不定式或分词。 从表6.1和表6.2可以看出，在标题平均9个单词中，有5.5个是名词，占一半以上。除名词外，用得较多的是介词of，in，on等，再其次是连词and和形容词。偶尔也需要用一些其他词性的词，如副词、冠词等。 6.3 标题的结构 学术文章的标题主要有三种结构:名词性词组(包括动名词)，介词词组，名词词组+介词词组。间或也用一个疑问句作标题(多用在人文社会科学领域)，但一般不用陈述句或动词词组作标题。 (1)名词性词组 名词性词组由名词及其修饰语构成。名词的修饰语可以是形容词、介词短语，有时也可以是另一个名词。名词修饰名词时，往往可以缩短标题的长度。以下各标题分别由两个名词词组构成。 例2 a(Severe Weather and the Automobile (名词词组) (名词词组) b(Soil Behavior and Critical Soil Mechanics (名词词组) (名词词组) c(High Speed Flow Sensor and Fluid Power Systems Modelling (名词词组) (名词词组) d(Traditional Versus Adult Studies Students: the College (名词词组) (名词词组) Experience (2)介词词组 介词词组由介词十名词或名词词组构成。如果整个标题就是一个介词词组的话，一般这个介词是“on”，意思是“对„„的研究”。 例3 a( On the Distribution of Sound in a Corridor b( On the Crushing Mechanism of Thin Walled Structures (3)名词,名词词组+介词词组这是标题中用得最多的结构。 例4 a(Fundamentals of Flow Measurement ( (名词) (介词词组) b(Scattered Sound and Reverberation on Gity Streets and in Tunnels (名词词组) (介词词组) c(Dietary Supplement and Body Image in Female College Students (名词词组) (名词词组) (介词词组) d(Knowledge of Cardiovascular Disease in University Students (名词) (介词词组) (介词词组) e(Diversity in the Future Work Force (名词) (介词词组) f(Progress on Fuel Cell and Its Materials (名词) (介词词组) g(Damping Capacity of Shape Memory Alloy (名词词组) (介词词组) h(Acoustics of Long Spaces:Theory and Application (名词) (介词词组) (名词词组) i. Investigation of Air Bags Deployment Forces (名词) (介词词组) on Out-of-Position Occupant (介词词组) j. Models of sustaining Human and Natural Development (名词) (介词词组) in an Urban Environment (介词词组) 标题中的介词词组一般用来修饰名词或名词词组，从而限定某研究课题的范围。这种结构与中文的“的”字结构相似，区别是中文标题中修饰语在前，中心词在后。英文正好相反，名词在前，而作为修饰语的介词短语在后。 例5 a( Progress on Fuel Cell and lts Materials 燃料电池及其材料进展 b( Computer Simulation and Experimental Study On Co1d Shut During Mold Filling 铸件充型中冷隔过程计算机模拟及其实验研究 c. On the Fatigue Life Prediction of Spot Welded Components 点焊汽车构件疲劳寿命预测 c( Investigation of Air Bags Deployment Forces on Out-Of-Position Occupant 安全气囊对离位乘员作用力的分析与研究 (4)其他形式 对于值得争议的问题，偶尔可用疑问句作为论文的标题，以点明整个论文讨论的焦点。 例6 a( Do Electromagnetic Fields Affect the Way Plants Grow? b( Do Specific Ambient Odors Enhance Short Term Memory Function? c(130 Heterotrophic Protozoa Release Major Quantities Of Dissolved Organic Phosphorous in Lake Water? 有的标题由两部分组成，用冒号(:)隔开。一般来说，冒号前面一部分是研究的对象、内容或课题，比较 笼统，冒号后面具体说明研究重点或研究方法。这种结构可再分为三种模式。 模式1 研究课题:具体内容 例7 a( Microelectronic Assembly and Packaging Technology:Barriers and Needs b( Fire Resistant Steels for Construction:Design，Properties and Microchemistry c(Acoustics of Long Spaces Theory and Application d(Impact of Cancer:Coping Process and Quality of Life 模式2 研究课题:方法,性质 例8 a( Solid Oxide Fuel Cell:A Survey b. Absorbable Implants in Finger Fractures. A Biomechanical and Comparative Study c. The Use of Technology in Higher Education Programs: a National Survey d. Development of New Public Water Supply Well-fields Using Electromagnetic Conductance: Two Case Studies 模式 3 研究课题:问题焦点 a. Aluminum: Is It Hazardous to Your Health? b. Noise: Good? Bad? Maybe Both? c. Manure: Friend or Foe? 思考题 下面这写论文标题是否合适,如果不合适，请修改。 1. Auditory Perspectives of Different Types of Music 2. Electromagnetic Fields Have Harmful Effects on Humans 3. How to Use Water Resources for Irrigation in Semiarid Land 4. Water Quality Can Be Protected Through the Successful Integration of Research and Education 5. The Single Community Concept: A Model for Adult Environmental Education 6. Physics and Art: Conceptual Linkages Can Be Uncovered 7. Diamond Is Used for Electronic Devices 8. Yellow Fever's Effect on Transportation and Commerce 9. The Nature of Student Science Project Is Compared with Educational Goals for Science 10. A Qualitative / Quantitative Analysis of the Administrative Management Institute at Cornell University 11. The Americans With Disability Act and Its Applicability to the Mentally Ill, Human Immune-Deficiency Virus and Acquired Immune Deficiency Syndrome Populations: A Statistical Analysis 参考答案 下面这写论文标题是否合适,如果不合适，请修改。 1. Auditory Perspectives of Different Types of Music (合适) 2. Electromagnetic Fields Have Harmful Effects on Humans (不合适) 改为 :Harmful Effects of Electromagnetic Fields on Humans 3. How to Use Water Resources for Irrigation in Semiarid Land(不合适) 该为: Using Water Resources for Irrigation in Semiarid Land 4. Water Quality Can Be Protected Through the Successful Integration of Research and Education( 不 合适) 该为: Protecting Water Quality Through the Successful Integration of Research and Education 5. The Single Community Concept: A Model for Adult Environmental Education (合适 ) 6. Physics and Art: Conceptual Linkages Can Be Uncovered(不合适) 改为: Physics and Art: Uncovering Conceptual Linkages 7. Diamond Is Used for Electronic Devices(不合适) 该为 :Use of Diamond for Electric Devices 8. Yellow Fever's Effect on Transportation and Commerce (合适) 9. The Nature of Student Science Project Is Compared with Educational Goals for Science(不合 适) 改为: The Nature of Student Science Projects in Comparison to Educational Goals for Science 10. A Qualitative / Quantitative analysis of the Administrative Management Institute at Comell University (合适) 11. The Americans With Disability Act and Its Applicability to the Mentally Ill, Human Immune-Deficiency Virus and Acquired Immune Deficiency Syndrome Populations: A Statistical Analysis ( 不合适) 该为: The Americans With Disability Act and Its Applicability to the Mentally Ill, Human Immune-Deficiency Virus and AIDS Populations: A Statistical Analysis -- 聊聊英文论文写作 这里一直很冷清，我今天再来灌点水。这个话题由prozac网友提起，也算作为一个回帖。 英文论文的问题，不属于考研、留学的话题，但是却和考研、留学有密切关系。现在听说国内名牌大学的 博士都要求要SCI杂志的论文了，我自己的印象，最近看的一些中文论文的英文摘要，写作水平实在不敢 恭维，要发表象样的英文论文，确实是任重道远的事情。我没有在美国读学位，但是听说美国的学生定期 的学习报告要求是很严的，而且那是要算平时成绩的，许多中国学生因为不适应写作的要求，往往拿别人 论文来copy, paste，被教授指为抄袭，甚至有惹出官司的例子，所以英文论文的写作，和留学的关系更 密切一些。大多数中国人在美国实验室做科研，写论文的时候都是只负责材料与方法部分，其他部分老板 完全代劳，论文发表了，第一作者自己还不明白写的一些什么，所以在英文杂志发表几篇论文而仍然不会 写作的大有人在。我自己也是初学水平，一点点体会写一点出来和大家一起学习提高。 英文论文写作，说到底还是一个英文水平的问题，所以提高英语写作能力是问题的核心;当然另外一个方面是你对课题的深入了解程度，在自己做的这个项目里面，是不是能够深入认识所有的问题，游刃有余地发现和表达自己研究中已经明确和有待探索的观点，那是专业问题，直接关系到论文水平的高低，同样一个研究，写好了可能发到Science，写不好了发个BBRC也是完全有可能的。 先说说专业问题。大队长曾经在一个帖子里面要我谈谈中国学者在美国的总体水平和反映，我本来想详细谈谈，后来觉得这个问题实在太过复杂，我随便评论实属不妥，所以没有回帖。不过据我个人感觉，中国学者在美国大多数是靠勤劳、苦干来赢得老板的赞誉的，说到专业水平，我们在国内受到的教育实在差距太大，所以最后的结果往往是付出与得到的完全不成比例，我周围的同胞，大多数到美国至少三年以后才能慢慢进入课题，知道自己在做一些什么(我不是指的方法学)。要写英文论文，首先要求的还是你对自己的研究要了如指掌，如果达不到这种水平，老板让干什么就干什么，虽然实验结果都很漂亮，老板评价很高，但最后论文也只能由老板来写，自己永远只是一个打工的技术员，不是一个独立的科学家。虽然专业水平的提高冰冻三尺非一日之寒，但是大量阅读专业相关书籍和论文，应该是不二法门。我的建议就是从你本科毕业以后，如果没有特殊需要，再也不要去读中文书和中文论文了。如果你硕士、博士阶段吸收的知识都是最新的英文书来的，你将来进入研究课题的速度会快得多。另外就是看专业书和论文的时候，要特别注意从写作的角度去读一些论文，看看人家的论文是怎么写的，引言和讨论如何呼应，结果和讨论如何联系，当然难度最大的是讨论这个部分，怎样通过自己的实验提出新观点或者建议一个解释模式。专业问题也太复杂，我只写这几句，大家见仁见智，八仙过海各显神通。 我们学了十多年、几十年的英语，真正到写作的时候，那水平实在和这里的初中生都无法相比，所以要写大学教授水平的科研论文，的确是勉为其难了。论文写作的时候，中国人最喜欢干的就是通过计算机编辑别人的论文，copy, paste，然后再在此基础上进行修改，改头换面成为自己的论文。去年我们实验室一个兄弟给老板交一个会议摘要，老板后来告诉我，他都知道那里面的句子是从哪个论文里面paste过来的。如果你的论文水平写成这样，你离官司也就不远了。我要特别提醒大家，如果你写的论文是要发到英文杂志的，千万不要用这种copy paste方式，哪怕用你自己的话全部写简单句，也不要去拷贝别人的句子，那叫抄袭、剽窃，在中国这无所谓，在国外是万万不行的，即便你写了别人的文章作为参考文献，如果句子被人家看出来和别人雷同，别人就可以告你。 有足够的专业水平作基础，论文的总体结构应该是容易完成的，值得一提的是，不同的杂志对论文的要求差别也非常大，事先还要根据你准备投稿的杂志要求，读几篇这个杂志上发表的类似课题的论文，体会一下这个杂志的方式，然后再决定你这个论文应该如何组织，做出一个简单的提纲(详细到每一段落写什么内容)。一般来说，引言里面写的应该是已经形成的观点、已经报告的发现，这里都是用现在时态，最后一个小节用一两句话叙述这个论文里面的主要结果和结论。结果部分好象和国内的论文有比较大的差别，就是通常都把直接得到的结论写在结果里面，通常写完结果以后，会出现this result suggests that...这样的句子(我体会就是国内论文写的讨论部分内容，他们都在结果部分写了)。虽然结果部分基本上都是用过去式，这个结论的句子却多半还是现在时。讨论部分当然是论文的关键，英文论文的讨论多半都不再重复结果里面已经有的结论，而是解释论文的结果和结论，然后通过这些结论和解释，提出新观点，或者新的模式。 进入实质写作阶段，就是句子如何组织了。英文水平不行的时候怎么办,唯一的办法就是现学现用。我自己体会，写作前要把相关的论文都找出来，反复认真看几遍，要特别注意别人的句子怎么写的，看完几篇、几十篇论文，然后拋开这些论文自己写，写的时候千万不要再把论文放在旁边，不要去抄别人的句子，如果完全是自己写的，你不可能和别人写的一样。写完以后，再回头阅读别人的论文，然后去修改，如此反复几次，应该会有明显改进，写作水平也同时提高。 最后还要提醒一次，引用别人的句子、段落、还有图表，如果能让别人看出来是从人家那里来的，就会涉 及到版权问题，要特别注意。在国外实验室写论文，最后有老板把关，论文经老板修改，自己再好好读几 遍，写作水平也会有明显提高，有条件的话一定不要偷懒，初稿不要让老板代劳。在日本的时候，他们基 本上都要找专门的公司修改英文，否则论文审阅回来，总是要你提高英文水平，如果你在国内写英文论文， 这也不失为一个明智的选择，当然，人家也只能给你改英文，专业水平还是要靠自己的。 感谢atom大哥的回帖,呵呵,认识atom大哥这样的高人真是我们的福气!在此也想跟大家交流一下我自己的 体会. 我自己也做过这方面的努力，体会很深，最大的一点就是科学研究及论文书写是老老实实的东西，应戒除 浮躁的心理。 我想在这个论坛上的人好多都是科研方面的高手，但是向国外杂志投稿的不知道多不多,我觉得大家应积 极做这方面的努力，(你看，象我这么烂的人都试过了)记得华罗庚有一句关于如何学习的名言是说要勇 于“班门弄斧”，跟高手过招，也许是很痛苦的，因为高手一下就会发现你的短处，但这正是你学习的好 机会。我原来想，自己的水平这么差，写出来的东西老外不知看不看得懂，但发现再烂的英语老外还是看 得懂的，且会一针见血的指出你的问题所在，包括研究本身的问题，写作技巧的问题及描述语言的问题， 并且语义出现歧义的地方也会不厌其烦的问你，老外杂志的编辑真的很负责的。举一个例子，原来我写论 文的时候有一个毛病，喜欢“旁征博引”，把做论文前写的综述洋洋洒洒的插进正式论文中，呵呵，自我 感觉良好，觉得可以显示自己很博学(呵呵，不知不觉虚荣心就作怪了)，但后来老外很客气的告诉我， 你只要讨论自己的结果就可以了，另外你没有谈到自己的研究的缺陷在哪里。。。(呵呵，好没面子啊) 然后我就发现，国外的论文，有时作者会花一大段讲自己的研究怎么怎么不足，而国内的论文多是在结尾 说上一两句类似。。。仍需进一步研究。。。不痛不痒的话，所以我原来也是这样的，只是写上一句。。。 仍有待于。。。(没办法，被带坏了)，于是后来我就加插了一段研究局限性的详细分析，感觉很好，并 且思考的过程对自己很有帮助。 我自己觉得不应把文章的发表看得太功利，当然，完全超脱是很难的，但是，如果目前晋升的压力不是很 重的话就不要太追求这些。我自己的投稿经历虽然在某些人眼里是很失败的，搞这么久，什么也没有。但 我自己觉得收获很大，有些甚至是影响一生的，包括我对科研的认识和态度，都发生了一些转变。 至于练习的方法，我觉得atom大哥的方法很好，我补充一点，我喜欢总结一些常用的句型，表示肯定的， 表示怀疑的，表示猜测的，表示推理的，表示引申的，等等等等。然后自己写的时候，看看哪个合适用上， 自己写的时候千万不要看原文，一定会有影响的，而要通过平时的潜移默化。另外，实践出真知，大家试 试把自己的论文翻译一次就知道了，也有很多八股文的东西是可以套一套的。 其实我现在就在班门弄斧，这里牛人可多了，也来介绍一下经验吧～ These are some opinionated comments on aspects of professional life—writing, giving talks, reviewing, judging colleagues, and so forth. They are based on my own ideas and experience and consequently, are undoubtedly customized to my interests in discussing economics experiments and interdisciplinary work across the psychology-economics boundary (and reflect battle scars from the latter). I realize it is a little pretentious to post these, but many students ask for advice and a little bit of it may save you from some errors. At the same time, please don't take my opinions as special or definitive. Talk to fellow students, colleagues, and advisors as well. Borrow from those you admire, and avoid errors you perceive others making. Many of the same themes occur again and again in the passages below. Feedback welcome, of course, especially about other sites or written sources that people might find helpful. Other sources: Caltech colleague Matt Jackson's tips on seminars are at ~jacksonm/Jackson.html . Leigh Thompson, a very successful organizational psychologist, has some professional advice at Hal Varian, a well-known economist (who is famous for his introductory theory book and also writes columns for the NYTimes) has a great article on how to write papers in a collection, Readings in Games and Information , edited by Eric Rasmusen (see ~erasmuse/GI/rcontents.htm ; it is a wonderful collection with many gems besides Hal's great article, for those interested in game theory and applications). Picking topics and writing papers Picking topics: First, write about what you are genuinely interested in. Much of research is conducted on your own, so intrinsic curiosity is very powerful. If you ask “Is this a hot topic?” you are missing the point. If your advisor sticks you with something you are bored by, everyone will be able to tell—especially you. Second, choose something that is not too hard and not too easy. The overwhelming amateur mistake is to pick something too difficult and broad. Start with something so simple it is almost laughable. There is a profound asymmetry here: It is much easier to scale up something simple, and harder and frustrating to cut back. (Remember that in good restaurants people start by chopping vegetables for a year. The idea is to hone your skills and come to appreciate the raw ingredients and how basic skills matter. Pick something doable that builds your confidence.) If you are modelling complicated games, start with 2 players. If it's dynamic, start with 2 periods. If these are ridiculously simple and easy to generalize—good for you—you'll know that right away. Pick a topic that is about something interesting in the world, rather than just the internal academic world. A small step will lead to bigger ones. In choosing a thesis topic some other guidelines are useful. Pick a topic that stretches you and forces you to learn some new tools. At the same time, if you are planning a job market topic, show off what you do well and who you are. The transition from graduate student, to job market candidate, to tenured faculty member, is like a funnel: It is ok to dabble in lots of areas when you are in graduate school, learning and thinking, and after you have tenure. (That's what tenure is for—to license you to think very broadly.) In writing articles, audience design is key. Pick a prospective journal and a title. You don't really understand your paper until you have a good title that is both apt and precise—it really describes what you have done--, provokes curiosity, and is zesty. If you pose a question be sure to clearly answer the posed question in the abstract of the paper, the introduction, and in the conclusion. Remember that when you become a professor you're a professional writer. Part of your job is to write well and clearly for your target audience. Feel free to use analogies, examples, and be playful and engaging. But if statistics are persuasive, use those too. Be graphical. (Economics is a seriously under-visualized field; use graphs which are easily interpreted to make your point.) Seek feedback before you submit your article. Beg people you know to be constructively critical to tell you what they really think. Brace for some painful criticism and accept it. If you are really wounded, put the criticism aside until the sting wears off; then take it seriously and respond to it. In the behavioral economics wars c 1980-95, we took the view that the easiest way to win an argument was to run another regression or experiment, or generalize the theorem. If a referee says “I think this result is sensitive to how much money subjects earn” try hard to find a source of money for a higher-stakes replication. Regression-running is even easier. If it is really difficult to generalize a theorem, explain why that's so. Giving talks Science is a conversation; so conveying your ideas verbally and in writing is important. It is crucial for getting a job (your “job market talk”—practice it!) and getting your research to have impact (meaning that others understand it, cite it, describe it accurately to colleagues and students, and potentially build on what you have learned). Talking out loud is also a good way to cement your ideas and learn from feedback. (It is easier to get people to react to you when they are sitting and listening than when they are sitting reading your paper.) In economics there are two basic talks—90 minute seminars, and short seminars at large conferences (typically 20 minutes). Build either type of talk around a beginning and an end. Be sure to state very clearly why you are doing the research. What question do you hope to answer and why is it important? Revisit this statement in the conclusion— you can simply show your opening slide again— and present a clear answer. Keep in mind that in most audiences (and in most readerships), most of the people listening and reading are not specialists in the area. An ideal talk engages the full audience for at least half the talk, and also impresses the specialists in the other, more detailed, half (ideally, the specialists then “certify” whether your work is solid to the nonspecialists). If you have to use technical jargon—usually unavoidable—define it clearly and use mnemonic notation that is easy to remember, or refer back to what the notation means frequently. (Don't worry about boring the specialists who know what you mean by “Lebesgue measure” or “epsilon-equilibrium” or “amygdala”; they won't be bored by your repetition and nonspecialists will appreciate the reminders. Nobody ever gave a talk that specialists sniffed at because it was “too clear” unless it is obviously shallow.) A key feature of your talk is “audience design”: Who is the audience? How much do they know? This will often vary at different universities and you should adjust accordingly. If there is a local angle—like a person there (even if deceased) who worked on your area, mention in passing how their work and yours fit together. Often there is one or more people in the audience you really want to reach or impress; don't be shy, as a heuristic to guide your thoughts, to imagine yourself talking directly to that person. Prepare slides carefully. When you are starting out, look the slides over at least a day before and catch any typos. The usual mistake is to put too much material on the slides. One rule of thumb that professional speakers advocate is to put no more than 8 lines on a page, and 8 words per page. Don't xerox pages from your paper unless they are slides or tables. If you have a complicated proof, sketch the main steps and go through them slowly. Narrate what is on your slides if they are tables and graphs. Say what is in the columns and rows of a table, and remind listeners and readers what is on the x- and y- (and z-) axes. I once gave a talk where somebody in the audience was blind. This was a tremendous help for everyone, because I was forced to articulate precisely what was on the graphs! (As in, “The graph shows that over time, prices tend to converge toward 80, the Nash equilibrium prediction.”) Even those who could see, but were confused or tired or sitting in the back, got the point more clearly. A similar lesson applies when speaking to an audience who are not all fluent in your native language: Slow down your speech and put all the relevant ideas on your slides, so if they cannot follow your rapid speech they can at least read what you have said (most non-native speakers can read more rapidly than they can process your speech). Buy a laser pointer and use it. (I am amazed these have not become standard in economics; in “real sciences” like neuroscience everyone uses them, so using them is not “unscientific”.) It guides the listener's eye toward what you want them to see, especially in a busy graph or table. Questions are your friend. They show the audience is engaged. Questions often remind you of an important feature you skipped over or did not explain clearly; they help you gauge what your audience has missed and what you can skim over more rapidly. Be prepared for some oddball or hostile questions. Don't back down from an interesting skirmish, which often clarifies precisely what you have done that is interesting and new and—hopefully!—controversial. If you are really baffled or not in a fighting mode, politely say “That is a good question I'll have to think about” or “let's talk after”—and when you say that, cash the check by reaching out to the person afterward and trying to understand what they are saying. While you want to be generous about allowing questions, feel free to take control of the seminar if you think the discussion is wandering and your time is being frittered away. (Knowing how to do this takes practice and some nerve. It's true some people like to hear themselves talk or have to say something ; whether they are doing so or really striking at the heart of a flaw in your work that you need to confront takes some practice. Also, if you are on the job market or giving some other nerve-wracking talk ask your sponsor or hosts if there is any sort of surprise question you are unlikely to anticipate and should be especially prepared for. A good thoughtful response to an anticipated question is impressive.) The 90-minute talk : A good rule of thumb is that you can cover one reasonable-length slide every 3 minutes (more typically 5 minutes). Get a quick start—people often waste a couple of minutes on a nervous preamble, naming your coauthors and reciting your title which everyone can see. Avoid that and jump right in. Giving an experimental talk, I like to start with the design immediately to give the audience a subjects'-eye view of what the subjects were seeing and thinking when they were plunked down in an experiment. (Showing screenshots of experimental software is a good way to do this.) I call this the “James Bond start” after the style in recent James Bond movies. They often begin with a 10-minute scene of James doing some stunt and getting in trouble. After James is safe, then the opening credits roll. Even in a 90-minute talk, you will typically be rushed at the end. Have a triage or bail-out plan: If you have 15 minutes and are already halfway done, what do you do? Feel free to skip ahead to the basic points you absolutely have to make. I often put key slides that are important toward the end so I can overcome the natural inclination to keep chugging along, in favor of jumping ahead to my favorites I really want to mention. The 20-minute talk : Many of the comments above apply to the 20-minute talk, in spades. The 20-minute talk should *not* be the first 20 minutes of your 90 minute talk, a random sample of the longer talk, or a sped-up version (don't give the 90-minute talk and speak 4-1/2 times as fast). Your goal in the 20-minute talk is like the advertising “trailer” or commercial for a movie—you want the audience to get the central point of your talk: What is your question and what did you learn? You want to whet their appetite for reading the paper, rather than trying to cram the whole thing in. If you have 6 experiments, discuss only 2 in detail and mention the others. Similar heuristics apply for empirics and theory. *Never* give details of a proof unless you think the audience is skeptical [in a job talk, for example, walk through a proof so they know that you know what you're doing] or the proof has some really clever twist. Refereeing First, know the audience for the journal and its standards. A paper you should reject for Econometrica might be an obvious acceptance at a more specialized journal like, say, Games and Economic Behavior. Most journals have a target acceptance rate they are aiming for (say 10% at top econ journals). Many journals print statistics on turnaround times (also help for deciding where to submit) and acceptance rates once a year, so find these numbers and use them to guide the standard you apply. Keep in mind that referee reports are only weakly correlated, so if every referee applied a 10% standard, and journals want to see say 2 of 3 positive reports to move ahead, you are being too harsh by applying an internal 10% standard (aim for maybe 25%). Keep in mind that journals are loosely divided into wide-audience journals and specialized journals. The wide audience ones include: American Economic Review, Quarterly Journal of Economics, Journal of Political Economy, Economic Journal, Review of Economic Studies (more oriented toward European theory), and Econometrica (more technical). If you aren't familiar with the journal you are reviewing for, look at some past issues to get a feel for what they like. The wide-audience journals are looking for the best papers in the specialized journals that their wide audience should see. For example, if you are reviewing experiments for AER you should think: They will probably publish 10 experimental articles this year; is this one of the 10 that a broad audience should see? Your report should be civil and clear. Think of it as giving a candid feedback designed to genuinely improve the paper (since most papers are rejected) and also provide a Yes or No signal to the editor(s). Typically the report should be at least a page, if you are giving serious feedback, and no more than 6 pages unless there is something very delicate or you are trying to send a thorough message to the authors. Always proofread your review as you would anything you write. Put it aside for a day before sending it and look at it with fresh eyes: You will probably find some typos or incoherence—“Who wrote this crap?!”..”Uh, me”—and you save the poor author time in diagnosing what you are saying. In writing your report, start with an opening paragraph that reiterates what you think the paper is about. This is like "active listening"-- parrot back what somebody said to you so they can affirm that you understood what they said. This is your way of conveying to the author that you know what they are up to. If you think the paper has a chance for helpful revision and eventual publication, you are basically creating a scientific contract with the author(s), of the form, “If you do this, I would recommend publishing the paper”. Be very careful with this contract. If you think the paper is hopeless or (more often) just better-suited for a more specialized journal, say so in a diplomatic way (“I think specialists will be really eager to see this!”). If you recommend say three major revisions and the author(s) do them all, you are essentially obligated to accept the paper. If upon reading the revision very carefully, you spot some further flaws which really change your mind about the paper, you've done a bad thing—your lazy initial reading kept you from seeing some deep flaws which would have prevented the “revision contract” from being agreed upon. You wasted the author's time. So be careful in the first round of revision. I usually write first about "major concerns"-- i.e. problems that, if they were fixed, would lead you to accept the paper. This is an invitation to revise the paper and a contract that says what they have to do to get it accepted. Sometimes there is no conceivable path to revision and you shouldn't “lead authors on”. Don't be unnecessarily mean but don't sugar coat a bitter pill too much if you hate the paper or see no merit. Sometimes authors have not sent the paper around to responsive colleagues or presented it at conferences (which you should always do first) and it wastes precious editorial time, so don't be shy on occasion about saying the paper is not ready for the editorial process. Then, depending on your patience, list some minor comments which can include typos, ideas about writing, ways to make the paper more compact. Often authors respond most thoughtfully to these since these are easy. One criticism you should generally avoid making is to reject a paper purely because the author didn't write it the way you wish they had, or the way somebody else had written a similar paper. You are entitled to ask for a standard kind of analysis, or for an explanation of why a particular model, experiment, theoretical approach etc., does not make sense in the context of the authors' work (especially if it would not take much work). But don't reject the paper because it is not how you would have written it, or because it is not as good as another paper the journal is currently considering. Grant proposals Be adventurous. Grant reviewers and panels grow tired of seeing the same ideas over and over, and seeing applications which proposal incremental extensions. While the latter are usually an important part of Kuhnian “normal science”, reviewers are also thrilled to see fresh, high-risk ideas. Don't hesitate to apply. Also, feedback from reviewers is a sneak peek at what later journal referees will be concerned about so take their feedback seriously as you plan your work. At the same time, reviewers always want to know whether the principal investigators (PI's) are capable of doing the work and getting it published. Therefore, if you are young investigator, do a very careful literature review. If you are proposing empirical work, show a firm grip on the data sources and the latest econometric tools. Be realistic about the challenges. If you are proposing theory, show some simple propositions as proof that your idea can bear some fruit. If you are proposing experiments, including pilot experiments are very useful— ideally, they pique the reviewers' curiosity and demonstrate that your experiments can yield coherent data. Also be sure to present a clear budget for subject payments etc., that shows you have thought with some care about the design (even if it is not what you will end up doing). It is often said that you should have half the work that you propose to do already done and described in the proposal. Half is perhaps an exaggeration, but one-quarter might be about right. This convention places a special burden on the new PI who has not published much, or anything. In that case, either recruit a senior co-PI or go out of your way to establish that you can do the work. Since proposals have a sharp submission deadline (unlike papers) it is typical that they are slapped together at the last minute. Plan ahead. Be careful to proofread, include all references, rethink the proposal in the last couple of days. On budgets, it is typical to ask for more than you need and expect to be cut back. Be reasonable but, yes, you should overreach. Also some granting agencies (e.g. NSF) are strict about what kinds of budget categories can be transferred to which other ones so keep this in mind when you put together budget. However, keep in mind that usually proposals are screened for quality first, then the budgets are taken into account; a cost-benefit standard is only applied at the end (this frankly encourages inflation of budgets). In reviewing proposals, remember that a lower standard is acceptable compared to reviewing a paper. You should think in terms of a multi-armed bandit problem— if you aren't sure how the research will turn out, that's good and a reason for funding it! One heuristic is this: “How eager are you to read the papers which will come out of this research?” If you are eager you should encourage funding. How to judge your colleagues Part of your job will be judging the skills of graduate students and (later) colleagues for hiring, promotion, and tenure. In judging graduate students, the criteria above are useful—be sure to put a huge weight on “spark” and creativity, but treat technical skill as a constraint. Many students are creative but sloppy on technique, or skilled on technique but uncreative. Your job is to reward what they're good at and encourage the rest. Research life is like a decathlon—you need to do 10 things pretty well (creativity, statistics, literature absorption...) and do a couple of them really really well. In hiring colleagues, look for spark and a 5-year plan. What is this person's vita going to look like in a few years? Are they working on hard problems? Is there a strong upward trend? I have a strong bias toward people who finished their degrees rapidly (in economics that means five years or less); this signals both internal motivation and the ability to jump through the hoops of writing, making their advisors (aka referees) happy, etc. Granting tenure is a little different. In hiring young colleagues you can take risks. Tenure is forever. I regard it as a lifetime employment contract which is not a reward for doing several interesting years of work, but a signal that the person is dedicated to their craft, a good citizen (goes to seminars, gives feedback) and is likely to be a good “managing partner” for the intellectual enterprise of the school. This criterion forces you to include whether they have demonstrated bias pro or con, have good judgment with respect to colleagues, listen and speak in meetings, share values of your institution, and so on. When you judge colleagues for promotion and tenure, look carefully at the quality of journals they publish in. When comparing across fields, adjust for number of coauthors (a reasonable measure is that an article with n authors should count 2/(n+1) as much as a single-authored paper—2 authors is 2/3, 3 is 1/2, and so on), length of articles, whether articles are refereed or not. (I have proposed, quite seriously, that entries on vitas listing journal articles have the font size set separately for each article to adjust for article length, number of coauthors, etc.) Teaching More TBA 英文技术论文写作要领及常犯文法错误范例 作者:林正平 一、 为何要用英文写科技论文, 1. 英文科技论文是国际通用语言。 2. 英文文法结构严谨，可以写出条理清晰、文字简洁的科技论文。 二、 一般人常有的疑问和常犯的毛病 1. 该用现在式还是过去式, a、 讲解实验结果和数据和表达自己想法时用现在式，好比与读者对谈，可 使文章更为生动。 b、 说明有关实验的过程和动作时须用过去式。 c、 阐述理论时用现在式，因为你必须相信那些理论是真理，不会过时的。 2. 每一章节的第一句必须写下最重要的观点或结论，皆下来的句子都是根据它 来做逻辑辩证，这与一般文章的写法大为不同。逻辑辩证一定要够严谨，不 可有跳跃性的思考，否则会减低了文章的可信度和说服力。 3. 实验数据太多，文字太少也是一般人常犯的毛病。其实作者应该很清楚自己 要表达的论点和别人可能有的反驳 意见 文理分科指导河道管理范围浙江建筑工程概算定额教材专家评审意见党员教师互相批评意见 ，所附上的数据和图表数量只要足够 支持自己的论点即可，倒不用为了完整性全部都附上。 4. 一 般人写英文科技论文常有很多赘词，有时多出很多句子和段落都是在重 复前面已提过的事情。反复检查删去赘词赘句可以让文章更为简洁。 5. 文章可读性的重要不亚于作者要表达的内容，作者常常忽略了大多数来自别 的领域的读者。增加可读性的要领是: a. 交代背景;b.深入浅出;c. 少用 小区域流传的专有名词; d. 讨论原理和机制时回归基础科学的说法。 6. 既然写英文科技论文这么困难，为什么还要写呢, a、 身为半导体公司的工程师，这是我们的专业，就像音乐演奏家为了上台 演奏，须经过百般磨练是一样的道理。 b、 我们一定要坚持一个信念，那就是好的实验结果或观点一定要发表出来 和别人分享，唯有经过所有人的检验才能显示出其价值。这也是科学的 根本精神。 7. 技术论文在描述实验步骤与结果时为了强调其客观性常使用被动语态，尽量 不用 “ We”, “The authors”或 “I” 作主词。 三、 冠词范例 1. Self-aligned silicide process has been developed. ? A self-aligned silicide process has been developed„„. (我们常常忘记 ”不定冠词”) 2. In the scaling down of Metal-Oxide-Semiconductor (MOS) devices to submicron dimensions, ?In scaling down „„. (我们常常乱加 “定冠词”) 3. 一个句子中有 “F-enhanced B penetration”, “B-Oxygen compound formation”, “ B distribution” 或“point defect generation”时前面不须加 “a” 或 “the”，但以 下写法必须加 “ the” 例如 “ the generation of point defects” 4. The slight enhancement of B penetration due to the TiSi2 formation was also observed. ? A slight enhancement of B penetration due to the TiSi2 formation was also observed. 5. As can be seen, the silicon ridges appear on both surfaces. ? „.., silicon ridges appear „. 6. The SITOX TiSi2 has larger grain size than the conventional TiSi2. ? SITOX TiSi2 has a larger grain size than conventional TiSi2. 7. Fig. 10 shows the typical current-voltage behaviors of the diodes. ? „. Show typical current-voltage characteristics of the diode. 8. After RCA clean ? after an RCA clean 9. in an N2 ambient ? in a N2 ambient 10. The effect of Si microstructures on the thermal stability „ ? The effect of the Si microstructure on thermal stability 11. In the recent years ? in recent years 12. The main purpose of this process is to avoid the implant damage in the Si substrate. ? .. is to avoid implant damage in the Si substrate. 13. Finally, the standard Al metallization process was used on all the wafers. ? Finally, a standard Al metallization process was used for all the wafers. 14. The concentration-dependent diffusivity of B in single crystal Si was obtained by the Boltzmann-Matano analysis. ? „„ obtained by Boltzmann-Matano analysis. 15. The effective diffusivity of B in polysilicon was obtained assuming error function distribution and constant diffusivity. ? „.. assuming an error function distribution and constant diffusivity 16. The depletion width is proportional to square root of the voltage across the junction ? „ the square root of the voltage „„. 四、 介系词范例 1. 如果提到时间的先后， “prior to” is better than “before” 2. The activation energy of diffusion current is about two times higher than that of recombination current. ? The activation energy for a diffusion current is about twice that for a recombination current. 3. In all of the figures ? In all the figures 4. Further study on the SITOX process ? A detailed study of the SITOX process 5. ? Many research groups have conducted fundamental studies on silicide formation in the Ti-SiO2-Si system. 6. The Ti film was deposited with a deposition rate of about 0.2 nm/min. ? at a deposition rate of „.. 7. One of the reasons of its lower and more uniform leakage ? one of the reasons for „.. 8. The typical activation energy (0.5Eg) of Shockley-Reak-Hall generation current ? .. for „. 9. The author also would like to thank Dr Matt Theyer for his help on SEM analysis ? help with SEM analysis. 10. 80nm Ti deposition ? 80 nm of Ti deposition 11. Channeling tails on the B implant profile result in deeper junction. ? in the B implant profile „ 12. SIMS analyses show that with a 20 keV, 2x1016 cm-2 BF2 implant and an 900C 60s dopant drive-out anneal, chemical B concentration at the „. interface„„ ? SIMS analyses show that for a 20 keV, „., the chemical B concentration at the „ interface. 13. „„, followed by a 300 nm polysilicon or amorphous Si deposition. ? „., followed by 300nm of polysilicon or amorphous silicon deposition. 14. 200 nm polysilicon ? 200 nm of polysilicon 15. Since the energy for BF2 implant was chosen such that most of the B atoms were confined within the CoSi2 layer ? Since the energy of the BF2 implant was chosen such that the B profile was confined to the CoSi2 layer. 16. Title: Reliability Study of P+ Polysilicon Gate PMOSFETs Fabricated by using BF2-implanted Cosi2 As a B Diffusion Source for Polysilicon Gate Doping and shallow Source/Drain Junction. ? „. Fabricated using BF2-implanted Cosi2 As B Diffusion Source „. 17. C-V measurements on the test capacitors show that the as-deposited amorphous Si gate is degenerately doped with the 950C, 60s drive-out anneal. ? „. C-V measurements on the test capacitor show that the as-deposited amorphous Si gates are degenerately doped after a 950C„ 18. The grain size of a 70nm SITOX TiSi2 film is estimated to be about 10um wide while that of a 100nm conventional TiSi2 film is about 3 um wide. ? The grain size in a 70nm SITOX TiSi2 film „.. in „.. 19. It was found that SITOX devices had an average forward current about 50 mA, which is comparable with that of conventional devices. ? „ had an average forward current of about 50 mA, which is comparable to that of conventional devices. 20. This is a result of the competition of different epitaxial orientations. ? „ the competition between different epitaxial orientations 五、 连接词范例 1. Furthermore, from Figure 3, all the current-voltage curves for silicided samples exhibit similar functional behavior including the junction with only 20 nm deposited titanium while it is unlikely that the silicide would penetrate the junction in this case. ? Furthermore, from Figure 3, all the current-voltage curves for silicided samples exhibit similar functional behavior including the junction with only 20 nm deposited titanium, for which case, it is unlikely that the silicide would penetrate the junction. 2. Therefore, „.. = So, „„. = Hence, „„ 3. „„. Only that it is very difficult to determine which type of point defect (vacancy or interstitial) is generated in this case. ? However, it is very difficult to determine conclusively from this result which type of point defect (vacancy or interstitial) is generated. 4. The data shows that the leakage currents scale with perimeters instead of areas for the SITOX and conventional diodes. ? „ scale with perimeter rather than area for both SITOX and conventional diodes. 5. Thus, the effects of Co indiffusion on the reliability of pMOSFETs„.. ? Thus, the effects of Co indiffusion, if any, on the „„ 6. To date, only its dependence on the thickness of interfacial SiO2 has been studied. ? Previously, 7. Besides, ? In addition, 六、 标点符号范例 1. The effect of Co indiffusion along with B diffusion during the dopant drive-out anneal on the gate oxide integrity is discussed in detail. ? The effect of Co indiffusion, along with B diffusion, .. 2. For itemized sentences or phrases, use semicolon, e.g. Three steps: (a) ; (b) ; (c). 3. The reverse bias leakage current is well known to have two component, i.e., diffusion and SRH generation current. ? two component : diffusion and SRH generation currents. 4. on n-type <100> Si Substrate ? on n-type (100) Si substrate 七、 语态范例 1. Silicon and deposited Ti reacted in an Ar/N2 ambient ? Silicon and deposited Ti were reacted in an Ar/N2 ambient 2. Although silicon is known to be the dominant diffuser during the formation of titanium silicided, some interdiffusion still occurs between Si and Ti. ?„„.. has been shown to occur between .. 3. Since both gate and substrate are p-type, carriers will be accumulated in substrate while depleted near the polysilicon/SiO2 interface with negative gate bias. ? „ .., holes will be accumulated in the substrate while being depleted near the polysilicon/SiO2 interface for negative gate bias. 八、 时式范例 1. The ideality factors of forward currents have been calculated to be about 1.1 for both silicided and non-silicided junctions. ? „. was found to be about 1.1 for both „„ 2. Although silicon was shown to be the dominant diffuser during TiSi2 formation „„ ? „„ .. has been shown „„ 4. From SIMS analysis, it was found that B penetration effect was enhanced by TiSi2 formation. ? „.. , it is found that „„ is enhanced by TiSi2 formation. 5. In this work, „.. is investigated. ? In this work, „. was investigated. 6. In this work, SIMS analyses are also performed. ? „ were also performed. 7. ? In this studies, dopant drive-out capability, thermal stability and interface roughness of the SITOX TiSi2 film are compared with those for the conventional TiSi2 process. 8. The data show that B diffusivity in single crystal Si is more than one order of magnitude higher than the published data where a gas phase diffusion source was used. ? „ where a gas phase diffusion source is used. 九、 名词范例 1. The anomalous behaviors of forward and reverse bias current versus applied voltage in titanium silicided source drain junction have been studied. ? „„ behavior „„ has „.. 2. The stress conditions were chosen to be either peak gate current or peak substrate current for various drain biases from –7V to –9V. ? The stress condition was chosen to correspond to either peak gate current or peak substrate current conditions for 3. two evidences ? two pieces of evidence 4. The kind of dopant in the Si substrate ? the type of dopant „„ 5. Deep level traps near the perimeter region might be the major cause of the leakage current. ? might be the major source of „. 6. „.. are discussed in details. ? „. are discussed in detail. 7. The sheet resistance of a silicide layer is a good indication of the degree of its thermal degradation. ? a good indication of the extent of its thermal degradation. 8. While „.., most effort to date has been devoted to „. ? most efforts to date have been „. 9. The histogram of leakage current ? the histogram of leakage currents 十、 助动词范例 1. However, titanium atoms still can move into the silicon substrate through diffusive process, ? „„.. atoms can still move into „„..diffusive process 2. „.. also can „.. ? „ can also „.. 3. This could be also due to the „ ? This could also be due to „. 十一、 副词范例 1. easily ? readily (偶偶也要变化一下写法) 2. probably ? possibly (probably 比 possible更肯定一些) 十二、 动词范例 1. The generation current induced by the traps „„? „.. created by „„.. 2. F prohibits the compound formation between B and Oxygen, thus more boron atoms can diffuse rapidly through the gate oxide ? F inhibits compound formation between B and oxygen in the oxide. Thus, more B atoms are free to diffuse rapidly through the oxide. 3. 使用“pushed” 作为 “push” 的过去式 4. The surface dopant concentrations were evaluated by SUPREM III to be about 5x1019 cm-3 ? were estimated to be „.. 5. More work need to be done to elucidate the detailed mechanism. ? more work needs to be done„ 6. The electrical data for capacitors with as deposited polysilicon gates are complicated by the Co indiffusion during the dopant drive-out anneal. 7. Low ion beam energy of 5 keV and an impact angle of 60 were used to avoid profile broadening effects. ? A low Cs+ ion beam energy of 5 keV and an impact angle of 60 was used „„ 8. A wide range of energy levels associated with the Ti traps have been reported. ? A wide range of energy levels associated with Ti traps has been reported. 十三、 形容词范例 1. Use “mono-crystalline silicon” or “single crystal silicon” but not “single crystalline silicon” 2. The SITOX TiSi2 film is more thermally stable than the conventional TiSi2 film ? The SITOX TiSi2 film is thermally more stable „„. 3. Extensive material analyses including XRD, SIMS, TEM were also performed. ? Extensive materials analyses including „„ 4. Fig. 9 shows the high frequency capacitance versus applied bias as a function of dopant drive-out annealing time for the test capacitor. ? „ dopant drive-out anneal time „„ 5. 100 nm CoSi2 layer ? 100 nm thick CoSi2 layer 6. After the silicidation process, the O concentration at the TiSi2/Si interface is approximately two orders higher for the SITOX process than for the conventional silicidation process. ? „ two orders of magnitude higher than „.. 7. In a conventional TiSi2 silicidation process, Si substrates are usually subjected to a short HF dip for removing the native SiO2 before Ti deposition. ? In a „., Si substrates are usually subjected to a brief HF dip for removing the native SiO2 prior to Ti deposition. 8. The formation of SITOX TiSi2 involved three steps same as those for the conventional TiSi2 formation. ? „involved the same three steps as for conventional TiSi2 formation 9. The data indicate that the thicker the Ti layer, the more easily the interfacial SiO2 can be consumed. ?The data indicate that the thicker the Ti layer, the more easily is the interfacial SiO2 consumed. 10. Plane-view TEM analysis ? plan view TEM analysis 11. For deposited Ti thickness more than 60 nm, ? For deposited Ti thickness greater than 60 nm, 12. For deposited Ti thickness less than 40 nm, . ? For deposited Ti thickness smaller than 40 nm, 十四、 其它语法范例 1. 有一些语法无关文法，而是约定成俗的惯例，甚至是一种流行。 2. In the bulk of TiSi2, the O2 concentration „. ? In the bulk of the TiSi2 film, „ 3. reverse-biased voltage ? reverse bias voltage 4. The activation energy extracted from temperature effect of the leakage current also decreases with increasing bias voltage ? The activation energy of leakage current extracted from the temperature dependence of the current decreases „„. 5. Electrical characterization of the leakage current in p+/n junction (1300A) ? „„ .p+/n junctions (xj = 130 nm) 6. A revised mechanism incorporating Frenkel-Poole barrier lowering ? A new mechanism involving Frenkel-Poole „„„ 7. is still not clear ? is yet not clear 8. Titanium film of various thickness from 200A to 800A was used ? Titanium films of various thicknesses between 20 nm and 80 nm were used 9. When talking about changes of temperature, people use deg. C instead of ?. 10. Figure 3 plots the temperature effect on leakage current of junctions with 800A titanium at different applied voltages. ? Figure 3 shows the temperature dependence of leakage current for junctions „„. 11. The generation current is so high that the diffusion current become negligible. ? The generation current is so high that it dominates the diffusion current. 12. The activation energy extracted from Fig. 3 versus square root of electric field are plotted in Fig. 4 ? In Fig. 4, the activation energy extracted from the Arrhenius plot in Fig. 3 is plotted versus the square root of electric field in the p/n junction. 13. The impact of titanium silicide on device performance is of great interest in recent years. ?The impact of titanium silicide on device performance has become an area of great interest in recent years. 14. Following a standard cleaning procedure, the silicon wafers (1-10 Ω-cm, n type <100>) were implanted „„ ? „„. n-type (100) silicon wafers (1-10 Ω-cm) were implanted„„. 15. This is because that the source/drain region can be considered as a combined structure of a TiSi2 layer and a p+ silicon layer in parallel. ? „ can be considered as a parallel structure of a TiSi2 layer and a p+ silicon layer. 16. The data shows that current densities are almost constant as perimeter increases ? „ current densities are independent of perimeter. ? There is a tradeoff between the TiSi2 sheet resistance and the junction leakage current when choosing the titanium thickness. 17. How does the structure change affect the mechanical properties of a TiSi2 film is still unknown. ? How the structure change affects the „„. 18. The DISADS process is very attractive for dual gate CMOS devices for silicided shallow source/drain junction formation while saving two mask levels for opposite type polysilicon doping. ? The DISADS process is very attractive for the dual-gate CMOS technology and particularly for silicided shallow source/drain junction formation, since it reduce process complexities ( by eliminating two mask levels for n-type and p-type polysilicon doping). 19. A 200 nm polysilicon (amorphous silicon) layer was then deposited on these wafers at 625C (550C). ? A 200 nm polysilicon or amorphous silicon layer was then deposited on these wafers at 625C and 550C, respectively. 20. Our data shows that the maximum capacitance in the negative bias regime increases as the annealing time increases which is agreed with our prediction. ? Our data shows that the maximum accumulation capacitance in the negative bias regime increases the annealing time increase which indicates increasing B outdiffusion from the implanted CoSi2 into the polysilicon gate. 21. It is also found the peak IG stress causes more serious degradation than peak Isub stress. ? It is also found that hot carrier stress corresponding to peak IG conditions causes more serious degradation than corresponding to peak Isub conditions. 22. However, a native SiO2 layer forms readily in atmosphere even after a HF dip. ? However, a native SiO2 layer forms readily upon exposure to air even after a HF dip. 科研工作专题宣传五 关于英文学术论文写作的一点管见 王朔中 教授 2004年4月14日 英文学术论文首先是研究论文，当然要满足对研究论文的共同要求:反映自 己的研究成果、创新性、学术性等等。学术水平是论文质量的关键。 文字水平是好论文的基础。表达不好的文章决不是好文章。同中文论文一样， 首先要讲究文章的合理结构、条理性、逻辑性、表达力等，然后才是英语问题(last but not least)。 许多人有体会，学了多年的英文，并不一定能写出好的英文文字。这里有一 个大量实践的问题。我的体会是实践并不限于写作，也包括阅读。不是一般的阅 读，而是用心的阅读。在阅读时一定要特别留心母语作者的写法、格式、用词、 风格、惯例等，不要拘泥于语法。一个重要原则:既然是英文论文，就要面向世 界，要遵照国际科学论文的规范写稿。决不要将中文稿子硬翻成英文。要脱离中 文的束缚。 以下是一些不成熟的零星体会，不当之处请大家指正。 1( 仔细阅读所投刊物的投稿指南，阅读(浏览)该刊物上的论文，熟悉并严格遵照刊物的体例、风格和各项具体要求(如篇幅、分节、公式、表格、图、文献的排列方式等)。 2( 杜绝简单错误，包括基本的语法错误，如单数、复数，人称，时态，语态等，虽然简单，但仍很常见。其次是拼法错误，这反映写文章的认真态度。要勤查词典。 3( 采用严谨的书面文体。避免口语化，例如kind of ...，can’t，nowadays等。 4( 长句和短句，简单句和复合句配合使用。一连串的简单句令人感到单调甚至局促紧张。表达方式要有所变化。避免多次重复同一表达方式，特别是连续的重复。对得意的用语要舍得割爱。 5( 避免复杂的长句子。这对新手尤为重要。不要卖弄语法知识。对于作者而言，长句子写到后来会忘记前后关系，顾此失彼产生混乱，出错比例高。对于读者，过分长的句子令人抓不住要点。建议将长句分解成几个短句子。词语可长可短时，坚决取短的，删除多余部分。例如in so far as中in是多余的。all of the reactions中of是多余的。 6( 避免生僻单词。尽量选用常用词。克服用词不当:不可直接使用汉英词典中查到的单词。一定要使用有详细用法解释和例句的英语词典和英汉词典。 7( 避免繁琐。例:this kind of method，何不直截了当用this method,very essential ...(very多余)。又如，at the present time应改为at present。due to the fact that ...可改为because ...;the results that were obtained ... 宜改为the results obtained。 8( 避免使用过多的无人称代词it作引词。(分散力量，主句使用平淡无力的存在动词be，使原来强有力的行为动词退居从句之中。使文字显得迂回，似乎在回避责任，容易使读者怀疑论据的力量。)例:It is concluded that a new method be devised.宜改为A new method must be devised. 又如，It is evident that ... (Evidently ...); It would appear that ... (Apparently ...); It is then clear that ... (Clearly ...)。 9( 避免太多的层次(of层次:... of ... of ... of ...，定语从句层次等)。不要滥用大写。(组成缩写的首字母并不需要大写。)不要滥用定冠词。(近来的趋势是省去不必要的the。标题中一般省略the。) 10( 关于人称:有不同的主张。本人主张正文可用第一人称，但不宜过多。语气要客观、要令人信服。可用we，决不用I。不要反复使用our results, our method之类，过度使用有使读者不悦的倾向。摘要中不可用第一人称。 11( 时态:过去的工作可用过去时或完成时。实验用过去时。一般陈述和讨论用现在时(许多人滥用过去时)。结论部分可根据情况用现在时或过去时。 12( 努力克服中文式的表达。这也许是最难的。尽量直接用英文写作，摆脱中文束缚。如一定要由中文翻译，必须大胆突破中文用语和表达方式的约束(对自己写的文章应该能做到这一点)。例如The calculation formulas according to equal accuracy distribution law are obtained as follows. 是典型的洋泾浜，受中文“计算公式”和“根据”的束缚。容易导致中文式英文的表达举例:this kind of ... (滥用kind，口语的影响)，according to ...(同上)，play an important role，at home and abroad(科学不分国籍)，our country(同上)，developing countries(妄自菲薄)，滥用时下中文文章里的八股和时髦套话(大忌)。 13( 再强调一下用心阅读对于提高写作水平的作用。如果在阅读时多留意，就会了解到哪些用语是母语作者常用的，哪些不是。例如上面说的play an important role，外国人使用的频度远远低于中国作者。还可以举出许多例子。正确的表达不一定是可以经常用的，这些用语使一部分人的文章脱不了洋泾浜的腔调。我认为这是我们中小学教材误导的结果。 最后，要提高文字质量必须要认真，稿子写成后必须反复多看几遍，五遍十 遍决不嫌多，每一遍都会有修改提高。仔细推敲语法和用词，直到自己读来顺口。 要遵照鲁迅提倡的原则尽量删繁就简，将可有可无之处删去，特别要简化无把握 的复杂表达形式。如无把握一定要请人帮助把关。