REPORT WRITING KIE-34106 & SGN-16006

Tolkki

22.1.2014

Outline

Part 1: The basics Part 2: Language for reports Part 3:Practical considerations Summary Free discussion Pair formation

Part 1: The basics

Starting points for writing Report structure:

Introduction Theory / Background (KIE-34106 only) Methods Results and discussion Conclusion Abstract (appears first, of course)

Starting points for writing

Purpose Audience Topic & contents Procedure A careful analysis of the assignment! Thesis statement: The purpose of this assignment is

to… …by doing X, Y & Z (procedure).

Report structure

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Each section of a text e.g. a research report has its own purpose in the whole. E.g. Abstract, Introduction, Methods, Results, Discussion

http://sana.tkk.fi/awe/style/reporting/sections/index.html

TASK: Discuss the role of the introduction with a partner What are the key functions of the introduction e.g. in a

research article?

Report structure: Introduction

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Basic functions: Raising interest, setting the scene, explaining the topic,

explaining the objective (thesis statement) , explaining the key contents

Situation, Problem, Solution CARS model (Swales 1990), (handout)

Move 1: Establish territory Move 2: Establish your niche Move 3: Occupy your niche

Report structure: Introduction

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Move 1: Establish territory Claim centrality, show relevance Make topic generalisations Review previous research (very briefly)

Move 2: Establish your niche Counter-claim (However,…)/ Indicate a gap / Raise a

question / Continue tradition Move 3: Occupy your niche

Outline the purposes (Announce key findings) Outline the structure

Report structure: Theory / background (KIE-34106 2nd assignment) A brief literature review related to the topic of

the assignment Three major questions to address:

1. How does your research project build on or depart from previous

studies? 2. What does previous research on related topics tell us about your

topic? 3. Why do you expect to obtain different (or similar) findings or

reach different (or similar) conclusions?

http://www.scottminkoff.com/storage/minkoff_researchpaper_guide_v4.pdf

Report structure: Methods (& materials)

Describe the procedure coherently & concisely Assignment instructions as a starting point (i.e. what you

should have done) More general point of view – main points only Include enough information Examples & useful language: http://sana.tkk.fi/awe/style/functions/means/index.html

Report structure: Results and discussion (or Results)

Description and evaluation of the results: Figures & tables

Author comments & interpretations

Comparison to previous results (if applicable): http://sana.tkk.fi/awe/style/functions/comparing/index.html

Report structure: Conclusion

What are the functions of the final section of your paper? Give a brief overview of the study Create a link to the introduction

E.g. restate the main problem / thesis statement Summarize the main findings

Show what you have learned: Explain the findings, if possible Generalize, if possible Evaluate the findings (limitations) Suggest ideas for future research

Report structure: Abstract

Appars first Contains key information only

The aim of the paper The main results

100-150 words

Template available to help you

See SGN-16006 web-page: http://www.cs.tut.fi/kurssit/SGN-16006/index-en.html

Part 2: Language for reports

Text structure: Paragraphs Logical connectors Given & new information

Academic writing style: The passive Vocabulary

Text structure: Paragraphs

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A unit of writing containing one sentence or more. Starts on a new line. One controlling idea in each paragraph.

Often expressed in the first sentence of a paragraph One controlling idea can cover several paragraphs

One or more supporting ideas that further explain and develop the controlling idea.

Text structure: When to start a new paragraph?

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Contrasting information Two sides of the same idea

Introducing a sub-theme of the same idea Complex ideas can be divided to help the reader

Moving on to a new idea

Text structure: Identifying a coherent paragraph

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A clear controlling idea Key words (or their synonyms) Key themes Verb tenses Grammatical structures

Paragraph structure, an example

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During the first decade of this century, nanotechnology has clearly been one of the most prominent areas of science.

In a period of few years, nanotechnology has developed from a tiny field of specialists into a worldwide scientific and industrial enterprise.

In the United States, funding for the National Nanotechnology Initiative (NNI), which started at $270 million in 2000, reached $1 billion already in 2005 and has grown ever since.

Worldwide, government funded nanotechnology research has increased at an even faster pace.

Paragraph structure, an example

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During the first decade of this century, nanotechnology has clearly been one of the most prominent areas of science.

In a period of few years, nanotechnology has developed from a tiny field of specialists into a worldwide scientific and industrial enterprise.

In the United States, funding for the National Nanotechnology Initiative (NNI), which started at $270 million in 2000, reached $1 billion already in 2005 and has grown ever since.

Worldwide, government funded nanotechnology research has increased at an even faster pace.

Paragraph structure, an example

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During the first decade of this century, nanotechnology has clearly been one of the most prominent areas of science.

In a period of few years, nanotechnology has developed from a tiny field of specialists into a worldwide scientific and industrial enterprise.

In the United States, funding for the National Nanotechnology Initiative (NNI), which started at $270 million in 2000, reached $1 billion already in 2005 and has grown ever since.

Worldwide, government funded nanotechnology research has increased at an even faster pace.

Paragraph structure, an example

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During the first decade of this century, nanotechnology has clearly been one of the most prominent areas of science.

In a period of few years, nanotechnology has developed from a tiny field of specialists into a worldwide scientific and industrial enterprise.

In the United States, funding for the National Nanotechnology Initiative (NNI), which started at $270 million in 2000, reached $1 billion already in 2005 and has grown ever since.

Worldwide, government funded nanotechnology research has increased at an even faster pace.

Paragraph structure, an example

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During the first decade of this century, nanotechnology has clearly been one of the most prominent areas of science.

In a period of few years, nanotechnology has developed from a tiny field of specialists into a worldwide scientific and industrial enterprise.

In the United States, funding for the National Nanotechnology Initiative (NNI), which started at $270 million in 2000, reached $1 billion already in 2005 and has grown ever since.

Worldwide, government funded nanotechnology research has increased at an even faster pace.

Homework (fully independent)

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Analyse a paragraph

Take an old piece of your writing and identify the controlling and supporting ideas of (some of) your paragraphs.

If these are not clear, edit your text and ask your partner to offer feedback

Text structure: Logical connectors

Linking words, clause connectors, transition words. Link two ideas together and show relationships between

them Help your reader to see how things are connected. Some examples: And, furthermore, moreover, but, however, whereas,

correspondingly, equally, consequently, therefore, first, second, last

MORE: http://sana.tkk.fi/awe/cohesion/signposts/cause/index.html

22.1.2014 Lauri Tolkki / TUT Language Centre

Logical connectors: an example

John is rich. He is sad. John is rich and sad. John is rich, but he is sad. Although John is rich, he is sad . John is rich; therefore he is sad. John is rich because he is sad.

22.1.2014 Lauri Tolkki / TUT Language Centre

Text structure: Given-New

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Readers expect new information to be presented

within a context which is familiar to them. something that has already been mentioned in the text something familiar to the readers from their general or

specialist knowledge about the topic(s) of the text.

Thus, writers should (in most cases) place familiar information before new information in the sentence.

TASK – Read and compare

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http://sana.tkk.fi/awe/cohesion/infostrux/given/index.html

Academic writing style: The passive

Passive voice used when: The emphasis is on the action – not who did it Methods section!

”Three pictures with different parameters were taken.” VS. ”We took three pictures with different parameters.”

You wish to focus on the result of the action and thus place it first in the sentence. ”The distortion was caused by a programming error.”

More on the passive: https://www.youtube.com/watch?v=JG8UYYidn-c

Academic writing style: vocabulary

21.1.2014 Lauri Tolkki / TUT Language Centre

Words that are common in spoken / informal language are replaced with more formal ones. Verbs: do, have, make With your partner, try and think of more specific verbs Do: complete, conduct, execute, function, implement,

operate, perform Have: contain, include, incorporate, involve, possess Make: assemble, construct, create, erect, fabricate,

form, generate, manufacture, produce

Academic writing style: vocabulary

21.1.2014 Lauri Tolkki / TUT Language Centre

Phrasal verbs are not used: ”The price of oil has gone up.” ”The price of oil has increased.” ”They are trying to find out what causes the problem.” ”They are attempting to identify the cause of the

problem.”

Academic writing style: vocabulary

21.1.2014 Lauri Tolkki / TUT Language Centre

Adjectives: big, small, good, bad Again, work with your partner for a moment. Big: considerable, great, large, major, significant,

substantial Small: insignificant, minor, minute Good: advantageous, appropriate, attractive,

effective, suitable Bad: defective, inappropriate, ineffective, poor,

unsuitable

Academic writing style: vocabulary

21.1.2014 Lauri Tolkki / TUT Language Centre

Nouns: Never use unspecific nouns such as ”a thing”, ”stuff”. A thing: a device, an entity, an instrument, an item, an

object … anything but ”a thing”. Stuff: material, substance, miscellaneous objects, any

specific material (chemicals, dust, waste…)

Academic writing style: vocabulary

21.1.2014 Lauri Tolkki / TUT Language Centre

Nouns: Use umbrella terms to avoid long lists: Cars, lorries, trucks, motorcycles = vehicles Firefox, Opera, Internet Explorer =browsers Users may access the Internet with the help of several

programmes like Firefox, Opera, Internet Explorer etc. ->can be improved:

Users may access the Internet by using browsers, such as Firefox, Opera or Internet Explorer.

Academic writing style: vocabulary

21.1.2014 Lauri Tolkki / TUT Language Centre

Adverbs: Use formal equivalents Nowadayscurrently Oftenfrequently Sometimesoccasionally

Part 3:Practical considerations

Using figures & tables Using sources

Using figures & tables

Each figure / table should have a number and title (see template)

Each figure / table should be referred to & commented on in the text. NOT self-explanatory!

Using figures & tables

”Table 1 shows the results obtained with three different parameters. As can be seen, the second set of results differs significantly from the other two.[…]” More examples: http://www.phrasebank.manchester.ac.uk/page009a.htm

Using sources: Referencing

Any source material used is to be referenced using the IEEE (numerical) system or the numerical system of TUT Thesis Guide See the template for examples

Why bother with sources? Starting points for your work (cf. CARS model) Foundations of your theory Points of comparison for your results Support for your analysis Absolutely vital for good science!

Using sources: reporting verbs

Effective use of sources links ideas together and

shows the connections clearly. For example, do your results agree / disagree with

somebody else’s.

Requires sufficient vocabulary See the link below: https://www.adelaide.edu.au/writingcentre/learning_guide

s/learningGuide_reportingVerbs.pdf

Summary

Read the assignment instructions with care & plan your work

Use the template to structure your work Pay attention to your paragraphs

One controlling idea in each

Use academic writing style consistently Discuss all your figures & tables Reference properly

FREE DISCUSSION

Questions Comments Observations

Pair formation (if not already done)

KIE-34106 students are expected to form pairs amongst themselves.