- •Establishing the importance of the topic:
- •Establishing the importance of the topic (time frame given):
- •Highlighting a problem or controversy in the field of study:
- •Highlighting a knowledge gap in the field of study:
- •Focus and aim:
- •Outline of structure:
- •Explaining Keywords
- •1A. Writing Introductions: Dissertations
- •Establishing the importance of the topic:
- •Establishing the importance of the topic (time frame given):
- •Synopsis of Literature
- •Highlighting a problem or controversy in the field of study:
- •Highlighting a knowledge gap in the field of study:
- •Purpose
- •Research Questions or hypotheses
- •Synopsis of the method
- •Indication of limitations
- •Reasons for Personal Interest
- •Outline of structure:
- •Explaining Keywords
- •2. Referring to Literature
- •General reference to previous research/scholarly activity (usually more than one author)
- •Reference to current state of knowledge
- •Reference to single investigations in the past: researcher as sentence subject
- •Reference to single investigations or publications in the past: time frame prominent
- •Reference to single investigations in the past: investigation prominent
- •Reference to single investigations in the past: research topic as subject
- •Reference to what other writers do in their text (author as subject)
- •Reference to other writers' ideas (author as subject)
- •Some ways of introducing quotations
- •3. Being Critical
- •Introducing questions, problems and limitations (theory)
- •Introducing questions, problems and limitations (method/practice)
- •Identifying a study's weakness:
- •Offering constructive suggestions:
- •Introducing other people's criticisms:
- •4. Describing Methods
- •Describing different methods
- •Giving reasons why a particular method was adopted
- •Indicating a specific method
- •Indicating sample size and characteristics
- •Indicating reasons for sample characteristics
- •Describing the process: infinitive of purpose
- •Describing the process: other phrases expressing purpose
- •Describing the process: typical verbs (note use of passive form)
- •Describing the process: sequence words/phrases
- •Describing the process: adverbs of manner
- •Describing the process: giving detailed information
- •Indicating problems or limitations
- •5. Reporting Results
- •Reference to method
- •Location and summary statements:
- •Highlighting significant data in a table/chart
- •Statements of result (positive)
- •Statements of result (negative)
- •Highlighting significant, interesting or surprising results
- •Reporting results from questionnaires and interviews
- •Transition statements
- •6. Discussions
- •Background information
- •Statements of result (usually with reference to results section)
- •Unexpected outcome
- •Reference to previous research (support)
- •Reference to previous research (contradict)
- •Explanations for results:
- •Advising cautious interpretation
- •Suggesting general hypotheses and implications
- •Commenting on findings
- •Suggestions for future work
- •7. Writing Conclusions
- •Summarising the content
- •Restatement of aims (research)
- •Summarising the findings (research)
- •Suggesting implications
- •Significance of the findings (research)
- •Limitations of the current study (research)
- •Recommendations for further work (research)
- •Implications/recommendations for practice or policy
- •8. General Functions
- •8.1 Writing Definitions
- •Simple two-part definitions
- •General meanings / application of meanings:
- •Indicating difficulties in defining a term:
- •Specifying terms that are used in an essay/thesis:
- •Referring to people's definitions (author prominent):
- •Referring to people's definitions (author non-prominent):
- •8.2 Giving Examples
- •Examples as the main information in a sentence:
- •Examples as additional information in a sentence
- •8.3 Classifying and Listing
- •General Classifications
- •Specific Classifications:
- •Introducing Lists:
- •Refering to other people's lists
- •8.4 Describing Causes and Effects
- •Verbs expressing causality
- •Nouns expressing causality
- •Introductory Sentences: Differences
- •Introductory Sentences: Similarities
- •Comparison within one sentence
- •Comparison within one sentence (comparative forms)
- •Comparison across two sentences
- •8.6 Writing about the Past
- •Time phrases associated with the use of the simple past tense (specific times or periods of time in the past completed)
- •Reference to single investigations or publications in the past: simple past tense used
- •Time phrases associated with the use of the present perfect tense (for situations/actions which began in the past and continue up to the present, or for which the period of time is unspecified):
- •The present perfect tense may also be used to describe recent research or scholarly activity with focus on the area of enquiry - usually more than one study
- •Describing percentages
- •Describing averages
- •Describing ranges
5. Reporting Results
The most common way of presenting results is through tables and figures. Figures may include anything that is not a table, such as: graphs, photographs, diagrams, and any other sort of visual information. Writers usually comment on the significant data presented in the tables and figures. This often takes the form of the location /summary statement, expressed in general terms, followed by a statement or statements which highlight or point out the significant information. Discussion of the results is normally, though not always, restricted to the Discussion section.
Reference to method
To assess X, the Y questionnaire was used. In order to assess Z, repeated measures of ANOVA were used. Regression analysis was used to predict the ...... Changes in X and Y were compared using ...... The average scores of X and Y were compared in order to ...... 9 items on the questionnaire measured the extent to which ...... The correlation between X and Y was tested. The first set of analyses examined the impact of ...... Simple statistical analysis was used to ...... A scatter diagram and a Pearson's product moment correlation were used to determine the relationship between ...... T-tests were used to analyse the relationship between ......
Location and summary statements:
Table 1 Figure 1 |
shows compares presents provides |
the experimental data on X. the results obtained from the preliminary analysis of X. the intercorrelations among the nine measures of X. |
The results obtained from the preliminary analysis of X |
are shown can be compared are presented |
in Table 1. in Fig 1. |
As shown in Figure 12.1, As can be seen from the table (above), It can be seen from the data in Table 12.1 that From the graph above we can see that |
the X group reported significantly more Y than the other two groups. |
The table below illustrates The pie chart above shows |
some of the main characteristics of the the breakdown of |
Highlighting significant data in a table/chart
It is apparent from this table that very few ...... This table is quite revealing in several ways. First, unlike the other tables ...... Data from this table can be compared with the data in Table 4.6 which shows ...... From the data in Figure 9, it is apparent that the length of time left between ...... From this data we can see that Study 2 resulted in the lowest value of ...... The histogram in Fig 1. indicates that ...... What is interesting in this data is that ...... In Fig.10 there is a clear trend of decreasing ...... As Table III shows, there is a significant difference (t = -2.15, p = 0.03) between the two groups.
Statements of result (positive)
Strong evidence of X was found when ...... This result is significant at the p = 0.05 level. There was a significant positive correlation between ...... There was a signifcant difference between the two conditions ...... On average, Xs were shown to have ...... The mean score for X was ...... Interestingly, for those subjects with X, ...... A positive correlation was found between X and Y.
Further analysis showed that ...... Further statistical tests revealed .....