- •Give example and explain of shape of research article or thesis.
- •Give a definition of introduction section in a research article or thesis.
- •3. Explain how to write an opening sentence which enables you and your reader to “get in” or start your paper/thesis.
- •4. Explain how to use signaling sentence connectors in a research article or thesis?
- •5. Give examples of signaling sentence connectors and research article or thesis?
- •6. Give example and explain paragraphing in the research article or thesis?
- •7. Explain why it is important to build a model for writing introduction section.
- •9. Show four basic components of introduction model and explain them.
- •10. Give example and explain grammar pairs used in introduction section of a research article or thesis.
- •11. Indicate words/phrases which appear frequently in introduction section of a research article or thesis.
- •13. Give example and explain words/phrases which using to present previous and/or current research contributions in the Introduction section.
- •14. Give example and explain words/phrases which establishing gap/problem/question/prediction in introduction section?
- •16. Give a definition of methodology section a research article or thesis.
- •17. Explain how to make sure that your own contribution is clear easy to identify in methodology section in a research article or thesis.
- •18. Explain why it is important to build a model for writing methodology section.
- •19. Give example and explain the model of methodology section.
- •20. Show four basic component of methodology section.
- •21. Give example and explain words/phrases which provide a general introduction and overview of the materials/methods and give the sourse of materials/equipment used in methodology.
- •23. Give example and explain words/phrases which provide specific and precise details about materials in methodology section.
- •24. Give example and explain words/phrases which justify choices made in methodology section?
- •26. Give example and explain words or phrase used in methodology section which relate materials or methods to other studies
- •27. Give explain and explain words/ phrases which indicate where problems occurred in methodology section.
- •28. Give a definition of result section of a research article of thesis.
- •29. Give example and explain words/ phrases which communicate sequence in results section.
- •30. Give example and explain words/phrases which communicate frequency in results section.
- •31. Give example and explain words/phrases which communicate quantity in results section.
- •32. Give example and explain words/phrases which communicate sequence in results section.
- •33. Give example and explain words/phrases which communicate causality in results section.
- •34. Explain why it is important to build a model for writing results section.
- •35.Give example and explain words/phrases used in methodology section which indicate that appropriate care was taken.
- •36. Show four basic components of results model and explain them.
- •37. Show the two ways which provide a smooth transition for the reader between the new (sub)section and the previous one.
- •38. Give example and explain words/phrases which revisiting the research aim/existing research and general overview of results.
- •39. Give example and explain words/phrases which invite to view results and show specific/key results in detail.
- •40. Give example and explain words/phrases which show comparisons with results in other research
- •41. Give example and explain words/phrases which indicate problems with results and show possible implications of results.
- •42. Give a definition of discussion/conclusion section in a research article or thesis.
- •43. Explain why it is important to build a model for writing discussion/conclusion section.
- •44. Give example and explain the model of discussion/conclusion section
- •45. Show four basic components of discussion/conclusion model and explain them
- •46. Give example and explain modal verbs used in discussion/conclusion which show ability/capability and possibility/options.
- •47. Give example and explain modal verbs used in discussion/conclusion which show probability/belief/expectation and virtual certainty.
- •48. Give example and explain modal verbs used in discussion/conclusion which show advice/opinion and necessity/obligation
- •49. Give example and explain words/phrases which mapping (relationship to existing research) in discussion/conclusion section.
- •50. Give example and explain words/phrases which show achievement/contribution in discussion/conclusion section.
- •51. Give example and explain words/phrases which indicate problems with results and show possible implications of results.
- •52. Give example and explain words/phrases which show application/applicability/implementation in discussion/conclusion section.
- •53. Give a definition of abstract in a research article.
- •54.Give example and explain the model of discussion/conclusion section.
- •55. Explain how to create title of research paper and give examples.
- •60. Evaluate scientific ethics in research activity.
- •Give a definition of introduction section in a research article or thesis.
- •Evaluate scientific ethics in research activity.
28. Give a definition of result section of a research article of thesis.
The results section is where you report the findings of your study based upon the methodology [or methodologies] you applied to gather information. The results section should simply state the findings of the research arranged in a logical sequence without bias or interpretation. A section describing results [a.k.a., "findings"] is particularly necessary if your paper includes data generated from your own research.
For most research paper formats, there are two possible ways of presenting and organizing the results. Both approaches are appropriate in how you report finding in the social sciences, but use only one or the other.
-Present a synopsis of the results followed by an explanation of key findings. For example, you may have noticed an unusual correlation between two variables during the analysis of your findings. It is correct to point this out in the results section. However, speculating as to why this correlation exists, and offering a hypothesis about what may be happening, belongs in the discussion section of your paper.
-Present a result and then explain it, before presenting the next result then explaining it, and so on. This is more common in longer papers because it helps the reader to better understand each finding. In this model, it is helpful to provide a brief conclusion that ties each of the findings together and provides a narrative bridge to the discussion section of the your paper.
29. Give example and explain words/ phrases which communicate sequence in results section.
Results section consist of 4 parts: 1)sequence 2)frequency 3)quantity 4)causality
Sequence 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 theorder 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.
The words and phrases that communicate sequence can be divided into eight groups. 1) The first group contains words or phrases which refer to events that occurred before you beganyour experiment/simulation or before youbeganobserving your results: It was apparent beforehandthat a reduction in temperature would bea desirable outcome. 2) The second group marks the beginningof the experiment/simulation or the firstresult you are describing: At the beginningthe temperature was stable, as predicted. 3) The third group contains words/phrases which tell you the orderin which events occurred but do not give any information about the time sequence: The temperature increased to 49°C and thendropped to 30 °C. In this case, the drop in temperature may have occurred quite soon after the temperature reached 49°C or it may have taken a long time; the word thenonly tells the reader the order in which these events occurred. 4) T e fourth group is used to communicate that there was (only) a shortperiod of timebetween two events: T e temperature increased to 49°C but soondropped to 30 °C. 5) The fifth group communicates that the period of time between events was long, or that the event occurred near the endof the sequence: The temperature increased to 49°C and later dropped to 30 °C. 6) The sixth group is extremely useful and important. It contains words and phrases that are used to communicate that events occurred at thesametime or almost at thesame time, or during the same period, andtherefore the items in this group are sometimes used to communicate a possible causal relationship between events: The temperature dropped sharply whenwe reduced the pressure. 7) The seventh group marks the endof the sequence of events: At the endthere was a noticeable drop in temperature. 8) The last group refers to events that occurred after you finishedyour experiment/simulation or after you finishedobserving the results: At the end there was a noticeable drop in temperature but it wasdecided af erwardsto omit it from the input data.