Professional Documents
Culture Documents
INTRODUCTION:
Establishing a Context
OVERVIEW
The introduction serves as an orientation for readers of the report, giving them the
perspective they need to understand the detailed information coming in later sections.
The introduction can be divided into five parts, or stages. In stages I, the writer
establishes a context, or frame of reference, to help readers understand how the research
fits into a wider field of study.
Ordering your Information
A typical introduction to research reports in many different fields is written in
terms of (1) the kinds of information it provides to the reader and (2) the order in which
the information is sequenced.
FIRST STAGE: General statement(s) about a field of research to provide the reader
with a setting for the problem to be reported.
SECOND STAGE: More specific statements about the aspects of the problem already
studied by other researchers.
THIRD STAGE: Statement(s) that indicate the need for more investigation.
FOURTH STAGE: Very specific statement(s) giving the purpose/objectives of the
writers study.
FIFTH STAGE: Optional statement(s) that give a value or justification for carrying out
the study.
INFORMATION CONVENTIONS
The Five Stages
In order to better understand the function of Stage I, the setting, let us begin by
briefly looking at all five stages of an introduction. Following is the introduction to the
research report about computers in education. Notice that it contains five distinct stages.
up the review by pointing out the gap --- that is, an important research area not
investigated by other authors. Usually, Stage III is accomplished in only one or two
sentences.
Special signal words are commonly used to indicate the beginning of Stage III.
Connectors such as however are used for this purpose. The connector is followed
immediately by a gap statement in the present or present perfect tense, which often
contains modifiers such as few, little, or no.
Subordinating conjunctions like although and while can also be used to signal Stage
III. If you use these kinds of signals, you must write a complex sentence, using
modifiers like some, many, or much in the first clause, and modifiers like little, few, or
no in the second clause.
III because it answers the need expressed in Stage III for additional research in your area
of study.
You may write the statement of purpose (Stage IV) from one of two alternative
orientations:
1.
The orientation of the statement of purpose may be towards the report itself that
is, it may refer to the paper (thesis, dissertation, or report) that communicates the
information about the research.
Stage IV: Statement of Purpose
Report Orientation
Report orientation
+
Research question
The purpose of this thesis
The aim of the present paper
The objective of this report
2.
Or you may write the statement of value to emphasize the theoretical importance
of your study in advancing the state of knowledge in your specific area of research.
Stage V: Statement of Value
Theoretical Orientation
EXAMPLE A: Both the factors under investigation in this study may be of importance in
explaining the irregular occurrence of this disease.
EXAMPLE B: Results of this study may suggest a broader hypothesis for further
research into the effects of atmospheric chemicals on rubber.
Method
OVERVIEW
After the introduction, the second major section of the research report, often labeled
method, describes the steps you followed in conducting your study and the materials
you used at each step. The method section is useful to readers who want to know how
the methodology of your study may have influenced your results, or who are interested
Results
OVERVIEW
In this class we examine the third major section of the research report, called results,
in which you present the findings of your study and briefly comment on them. Some
writers call this section results and discussion, thus indicating more extensive
comments on the findings of the study. However, in this class we follow the
convention of including only brief comments focused on the statistical analysis,
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ELEMENT 1: a statement that locates the figure(s) where the results can be found
ELEMENT 2: statements that present the most important findings
ELEMENT 3: statements that comment on the results
Discussion
OVERVIEW
In this class we look at the fourth section of the research report. Usually titled
discussion, it is the last major section of the report, followed by the list of references.
In the discussion section you step back and take a broad look at your findings and
your study as a whole. As in the introduction, researchers use the discussion section to
examine their work in the larger context of their field.
Sometimes this section is called conclusions instead of discussion. In either
case, the writing conventions reflect some common features.
INFORMATION CONVENTIONS
This section moves the reader back from the specific information reported in the
methods and the results sections to a more general view of how the findings should be
interpreted.
Look at the following discussion section from a research report in the field of
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applied psychology. In this study the productivity of older and younger factory
workers was compared. Notice the kinds of information that are included in this
example.
AGE, EXPERIENCE, AND PERFORMANCE ON
SPEED AND SKILL JOBS IN AN APLLIED SETTING
Discussion
The decremental theory of aging led us to infer that older workers in speed jobs
would have poorer performance, greater absenteeism, and more accidents compared
with other workers. The findings, however, go against the theory. The older workers
generally earned more, were absent less, had fewer accidents, and had less turnover
than younger workers. One possible conclusion is that the requirements of the speed
jobs in the light manufacturing industry under study do not make physical demands
on the older workers to the limits of their reserve capacity. The competence and
experience of the older workers in these specific jobs may have compensated for their
reduced stamina
This study has taken a step in the direction of defining the relationship between
age, experience, and productivity in one particular industry. It is possible of course
that other industries with a different complex of speed jobs and skill jobs may produce
entirely different results. In addition, it is important to emphasize that methodological
problems in the research design limit our interpretations.
The approach outlined in this study should be replicated in other manufacturing
plants, as well as in other occupational areas in light, medium, and heavy industries in
order to construct a typology of older worker performance in a variety if jobs.
WHAT HAVE YOU OBSERVED?
1. What did the authors of this study find out about their original hypothesis?
2. Why do you think the authors ordered the information in their discussion in the
way shown here?
3. What other kinds of information do you think the authors could have included in
this section?
Ordering your Information
The information that you include in this section depends greatly on the findings of
your study; however, the specific-to-general movement is a convention that most
writers follow. The kinds of information that you can include in your discussion
section are not fixed. However, the first elements are typically those that refer most
directly to the study and its findings. They include:
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1.
2.
3.
4.
As the discussion section continues, the writer moves the readers attention away
from the specific results of the study and begins to focus more generally on the
importance that the study may have for other workers in the field.
LATER INFORMATION ELEMENTS IN DISCUSSION:
General Statements about the Study
5. Implications of the study (generalizations form the results);
6. Recommendations for future research and practical applications.
ABSTRACT
INFORMATION CONVENTIONS
Many readers depend on the abstract to give them enough information about the study
to decide if they will read the entire report or not.
Read the following sample abstract from the field of computer science. It reports
on a test of a voice recognition device designed to take dictation. Notice the kinds of
information included and the order in which the information is presented.
COMPOSING LETTERS WITH A
SIMULATED LISTENING TYPEWRITER
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Background
Purpose
Methods
Results
Conclusion
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The reduced abstract typically focuses on only two or three elements, with the
emphasis placed on the results of the study. Information concerning the purpose and
method is presented first (background information is not included). Then the most
important results are summarized. Finally, conclusions and recommendations may be
included in one or two sentences.
ORDER OF INFORMATION ELEMENTS IN REDUCED ABSTRACTS
P + M = purpose and method of the study
R = results
C = conclusions and recommendations*
* optional
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