- •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.
40. Give example and explain words/phrases which show comparisons with results in other research
COMPARISONS WITH RESULTS IN OTHER RESEARCH
This includes the language you may need to compare your results with those of other researchers, to use their results to confirm/support yours and to compare your results with predictions, models or simulations. Phrases like is in line with and correlate well with are common here.
COMPARISONS WITH OTHER RESULTS
If you are referring to other research, make sure that the location of the reference citation or number is accurate or other researchers may end up ‘owning’ your work. Remember that the right place for a research reference is not necessarily at the end of a sentence.
as expected, as predicted by…, as reported by…, compare well with, concur, confirm, consistent with, contrary to, corroborate, correlate, disprove, inconsistent with, prove, refute, support, etc. Many of these can be modified to match the level of certainty you want to
express by adding expression such as:
It seems that
It appears that
It is likely that
(See Section 3.2.4 for more of these.)
Here are some examples of how these are used:
• It is evident that the SFS results obtained here are in exceptionally good
agreement with existing FE results.
• Distributions are almost identical in both cases.
• Our concordance scores strongly confirm previous predictions.
• We see that the numerical model tends to give predictions that are
parallel to the experimental data from corresponding tests.
• These results demonstrate that improved correlation with the experimental results was achieved using the new mesh.
• This is consistent with results obtained in [1].
• The results are qualitatively similar to those of earlier simulation studies.
• These trends are in line with the previously discussed structure of the of the ferrihydrite aggregates.
41. Give example and explain words/phrases which indicate problems with results and show possible implications of results.
PROBLEMS WITH RESULTS
Remember that research is not necessarily invalidated by inappropriate results, provided they are presented in a conventional, professional way. Phrases such as minor deficit and not within the scope of this study will help you here.
POSSIBLE IMPLICATIONS OF RESULTS
Suggestions about what your results imply are a pivotal point in a paper, and signal the move towards the Discussion/Conclusion. Phrases such as This indicated/suggested/implied that and It seems therefore that are useful here; you can add some qualifying language as ‘weakeners’ if you want to reduce your risk and responsibility.
At some stage (usually late) in the Results, it is appropriate to provide a general explanation or interpretation of what your results might mean. Th is is oft en the pivotal point in a paper, and signals the move towards the Discussion/Conclusion. Choose your verb tense carefully. You can use the Present Simple or the Past Simple. Because the Present Simple is the tense used to express permanent truths and facts, using the Present Simple will give your sentence the status of a fact. Using the Present Simple therefore ‘unlocks’ your interpretation from your research and enhances its truth-value (We found that x occurs, which indicate/suggests that y causes z), If you are less confi dent, use the Past Simple (We found that x occurred, which indicated/ suggested that y caused z). Notice how many words from the list of vocabulary used to describe causal relationships are found here: evidently, imply/implies that, indicate/indicating that, potentially, presumably, probably, provide compelling evidence, tend to, tendency, unlikely.
Here are some examples of how these are used:
• This suggests that silicon is intrinsically involved in the precipitation mechanism.
• These curves indicate that the effective breadth is a minimum at the point of application of the load.
• Empirically, it seems that alignment is most sensitive to rotation in depth.
• Only the autumn crocus produced a positive response, suggesting that other species would flower earlier under climate warming.