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The Art of Research Paper Writingpresented by
Sujata Kathpalia
Language and Communication Centre
School of Humanities and Social Sciences
(Greatly indebted to my colleagues Dr. Carmel Heah and Dr. Alvin
Leong)
Overview
I. • Academic Writing
II. • The Research Process
III. • Structure of Research Papers
IV. • Features of Academic Writing
V. • Citation & Reference Conventions
I. Academic Discourse
You write a research paper to share your findings with others.
• When you publish a paper, you enter an ongoing discourse or conversation.
These conversations stretch back years and happen globally.
• As beginners, you are the newest arrival in the parlor of academic discourse.
In fact …
• Learning how to write about your research in a
disciplined way is as important as learning how
to understand theories, formulate hypotheses,
perform experiments, and analyze data in a
disciplined way.
What is Academic Writing?
Audience• General?
• Specialist?
Purpose• Informative?
• Persuasive?
Genre
• Research Paper?
• News Report?
Comparison of Texts
• Version 1
• Recent studies have provided reasons to
postulate that the primary timer for long-cycle
biological rhythms that are closely similar in
period to the natural geophysical ones and that
persist in so-called constant conditions is, in fact,
one of organismic response to subtle
geophysical fluctuations which pervade ordinary
constant conditions in the laboratory.
• Version 2
• 1Everyone knows that there are individuals who are able to 2awaken morning after morning at the same time within a few minutes. Are they awakened by 3sensory cues received 4unconsciously, or is there some “biological clock” that keeps accurate account of the passage of time?
• 1. Recent studies; 2. the primary timer for long-cycle biological rhythms; 3. subtle geophysical fluctuations; 4. organismic response
• Version 3
• OMG. I’M L8 4 MY 8.30 TUT. OMG OMG
OMG OMG OMG OMG OMG OMG OMG.
I OVERSLEPT AGAIN! MY BIOLOGICAL
CLOCK IS MESSED UP!!!!!!!!!!!!!
Personal vs. Academic Writing
Personal Writing Academic Writing
Narrative/Subjective
(i.e. ‘I’-centered)
Analytical/Argumentative
(i.e. centered on facts)
Non-technical
(imprecise)
Technical (precise)
Informal Formal
Simplified from: Crème, P. & Lea, M. (1997). Writing at University. Buckingham:
Oxford University Press, p. 105.
lI. The Research Process
Identifying Topic/Problem
Formulating Hypothesis
Testing Hypothesis
Analysing Data
Drawing Conclusions
The Research Paper as a Mirror of
the Scientific Method
Scientific Method of Investigation
Research Problem / Hypothesis
Data Collection
Data Analysis
Drawing Conclusions
Research Paper Sections
Introduction
Method
Results
Conclusion
III. Structure of a Research Article
Title of Paper
1.• Are Virtual Labs Effective?
2.• In comparison to what?
• Are Virtual Labs as Effective as Hands-on Labs?
3.
• In which context?
• Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study of Two Major Universities
1. Introduction: Swales’ CARS (Create
a Research Space) Model
• Establishing the territory
• (Provide background information)Move 1
• Establishing the niche
• (Show a gap in past research)Move 2
• Occupying the niche
• (State the objective & scope) Move 3
Background (General- Specific)• Traditionally, physics laboratory courses have
been taught as separate courses [at
universities] under junior faculty and/or graduate
students in labs equipped with various levels of
instrumentation.
• With the increased number of online courses,
there also exists a need for the implementation
of online or virtual labs as supplements or
replacements of the traditional high school and
college labs (Bhargava et al. 2006)
Research Problem (Gap)
• In previous research, many of the computerized
resources utilized very basic functionality and basic
graphical displays. However, the Virtual Physics Lab
in the present study, is a next generation
computerized resource that seeks to incorporate
research-based active-learning characteristics and
also utilizes the most recent technologies making the
experiments more “real world” and engaging for
students.
Objective
• This study aims to illustrate the point
that when virtual labs are developed
properly to contain all necessary
components, they can be just as effective
in producing learning as hands-on labs.
2. Literature Review: What is “literature review”?
• Information that is already availableLiterature
• To go through something and examine it closelyReview
• To examine thoroughly published work on the topic
Literature Review
Where is the “literature review”?
Option 1: Part of the Introduction
Option 2: A separate section
More on Literature Review …
What?
• An organized collection of “references” or “citations”
Why cite?
• To review theoretical information
• To show how your “voice” fits into the ongoing “academic conversation”
Which sources?
• Current research in scholarly journals/books
• NOT popular magazines, newspapers or Wikipedia
Types of Citation
Information-Prominent Citations
• To indicate state of knowledge
• Tense: Present or Present Perfect
Author-Prominent Citations
• To refer to a single study
• Tense: Present or Past
Pyatt and Sims (2007) found evidence to suggest that the hands-on lab had lost instructional value, while emerging technologies such as simulations can be used as viable replacements.
However, simulations may not be widely accepted by accrediting agencies as alternatives for hands-on labs (Pyatt and Sims 2007).
In-Text Citations
Quotations
When author’s
precise words are important
Preferred in the social sciences!
Paraphrases &
Summaries
When author’s ideas are important
Preferred in the hard
sciences!
Organizing citations
Summarize, analyze & synthesize
Do not list & describe
each source one-by-one!
Citation: Synthesis or Patchwork?
A. Many examples of computer simulations for introductory physics can be found in the literature (Hansson and Bug 1995; Wieman and Perkins 2005; …). However, simulations may not yet be widely accepted by accrediting agencies as alternatives for hands-on labs (Pyatt and Sims 2007) and in some cases, students may prefer to use physical equipment (Bhargava et al. 2006).
B. Many examples of computer simulations for introductory physics can be found in the literature (Hansson and Bug 1995; Wieman and Perkins 2005; …). In most of these cases, computerized labs were shown to increase understanding and provide many benefits over their hands-on counterparts. Even so some drawbacks were noted. For example, simulations may not yet be widely accepted by accrediting agencies as alternatives for hands-on labs (Pyatt and Sims 2007) and in some cases, students may prefer to use physical equipment (Bhargava et al. 2006). However, for the most part, the evidence supports the belief that virtual simulations are a viable replacement or supplement to hands-on labs.
Citation: Synthesis or Patchwork?
3. Method and Materials
To describe the materials you used in
the study
To describe the steps you followed in
conducting your study
Information Elements
Description of Materials and Participants
Description of Procedural Steps
Method of Analysis
Materials
• Through a Small Business Innovation Research
contract funded by the US Department of
Education, Polyhedron Learning Media Inc.
created the Virtual Physics LabTM, a set of online
labs suitable for college-level physics. This
software incorporates the strategies of the
“Five E Cycle” of engagement, exploration,
explanation, elaboration, and evaluation (Bybee
2003).
Participants
• Two different sets of participants were used
during the first and second phases of testing. The
first set of participants included 68 students from
Auburn University. The students enrolled in
Physics I tested four virtual labs to provide a
formative assessment of the product.
Procedures• At Auburn University, the professor collected
background information about each of the students
including, math ACT score, Science ACT score,
and Auburn math placement score from the
registrar’s office. These scores were investigated
as covariates that could be used as baseline
knowledge. The lab sections were randomly
assigned to one of the two treatments or the
control.
Language FeaturesP
AS
T T
EN
SE To show that
the experiment has been completed.
PA
SS
IVE
VO
ICE To show that
the research activity is more important than the researcher.
ST
YL
E To enable replication of experiment specific materials, quantities, dimensions, measurements, etc. are given. O
RG
AN
IZA
TIO
N To show sequence of steps, signal markers are used.
Q1. What did you find?
Present the data
Q2. What does it mean?
Comment on / Interpret
the data
4. Results and Discussion
Information Elements
• Referring to the table/figure/test
Element 1
• Commenting on the findings
Element 2
• Presenting the findings
Element 3
Identify the information elements
A t test was used to compare the
Lab Quiz Average of the various
sections. The results of the virtual
lab (M = 59.37, SD = 16.97, n = 23)
were compared with the hands-on
lab (M = 58.16, SD = 20.86, n = 26).
The t test shows that there is no
evidence to suggest that there is any
significant difference between the
quiz averages for the two groups.
Sentence :
Sentence :
Sentence :
34
E1Point the
reader to the data
Do not make the reader
hunt for data
E2Do not simply repeat all the data in words
Spot trends or regularities in
the data
E3 Comment on findings
Interpret the data for readers
5. Conclusion
Objectives
Results
Conclusion
Information Elements
1. Main purpose or hypothesis of study
2. Review of Key findings
3. Some comments on findings
4. Limitations of study
5. Implications or applications of study
6. Recommendations for future research
Identify the information elements
In summary, we investigated a set of next generation virtual labs that contain the important components that correspond well to hands-on labs. The main goal of this research was to show that this type of virtual lab could produce the same learning outcomes as a traditional hands-on lab experience. The research was conducted with 224 students from two large universities. The analyses of the data at both universities show no evidence that one of the treatments (virtual or hands-on) was more effective than the other in conveying the concepts of the labs to the students. There were no significant differences noted in any of the tests.
From this, we can conclude that the Virtual Physics Lab software used in these two introductory physics courses produced similar learning outcomes as the hands-on traditional lab. The implications of these findings are important as universities struggle to equip physics labs with enough equipment to serve the rising number of students, to provide an alternative to students who need to review or make up a lab and to cater to a growing number of online courses.
Identify the information elements.
Abstract1. • It is a mini report.
2. • It is self-contained.
3. • It is concise (250 words).
4.• It should be the last thing
you write.
5.• It appears at the
beginning of the report.
• An accurate
summary of
the contents
of a paper /
report
Information Elements
Abstract: 1. What was done?
E1: Research Background
2. Why was it done?
E2: Research Objectives
3. How was it done?
E3: Research Methods
4. What was found?
E4: Main Results
5. What is the significance of research?
E5: Conclusion (Implications)
Guidelines for Language
Use concise and concrete language
Avoid complexity & circumlocution
Avoid abbreviations, acronyms or symbols
Write complete sentences
Use good transitions from point to point
IV. Features of Academic Language
Complex
Formal
Objective
Explicit
Concise
Cautious
1a. Lexical Complexity
Through Affixes and Word Combinations:
• Antidisestablishmentarianism - 28 letters, 5 affixes
(anti-dis-establish-ment-arian-ism)
• Pneumonoultramicroscopicsilicovolcanokoniosis - 45
letters, 6 words
(pneumono+ultra+microscopic+silico+volcano+koniosis)
“A fatal lung disease caused by the inhalation of very fine
silica dust”
1b. Grammatical Complexity
Verb-Based Nominalized
• I read the data
carefully.
• I found that there
were a lot of errors
and these occurred
frequently.
The analysis of the data
revealed
a recurrence of systematic
and random errors.
2. Formality
• The dorsal side and
head of the
Emperor Penguin
is black and sharply
delineated from the
white belly, pale-
yellow breast, and
bright-yellow ear
patches.
• The Emperor Penguin has been hot in the news and even the box office. If you’re not sure what this lordly penguin looks like, it has a black head, bright-yellow spots around the ears, and a big ol’ white belly.
3. Objectivity
• Our study aims to investigate the ignorance of undergraduates on the harmful effects of caffeine.
Avoid biased statements
• In my opinion, this is a very interesting study.
Avoid first-person
pronouns
• The findings of this study are awesome.
Avoid emotionally-
loaded words
4. Explicitness
Without signal markers
• The energy needs of a
resting sea otter are 3
times those of terrestrial
animals of comparable
size. The sea otter must
eat about 25% of its body
weight daily. Sea otters
feed continually, at night
as well as day.
• Pechenik, 2004, p.100-
101
With signal markers
• The energy needs of a
resting sea otter are 3 times
those of terrestrial animals
of comparable size. To
support such a
high metabolic
rate, the sea otter must
eat about 25% of its body
weight daily. Therefore,
sea otters feed continually,
at night as well as day.
Provide expansions of abbreviations
• This resulted in
higher caffeine
concentrations in
NC condition than
in the AC condition
and the NP
condition.
• *NC = Normal
caffeine
• *AC = Abstained
caffeine
• *NP = Normal
placebo
5. Brevity: Be Concise
• Solution of sodium
hypochlorite in
dihydrogen monoxide
effectuated superlative
and efficacious broad-
spectrum bactericidal
activity.
Bleach in water
kills germs.
6. Hedging: Be Cautious
• The cow may have jumped over the moon.Modals
• The findings suggest that the cow jumped over the moon.
Tentative Verbs
• It is generally believed that the cow jumped over the moon.
Qualifying Words
•The use of seat belts prevents physical injuries in car accidents.Big
•According to simulation studies, in some circumstances the use of seat belts may reducecertain types of injuries in car accidents.
Weak
•Based on simulation studies, it can be concluded that some evidence seems to suggest that in certain circumstances the use of seat belts may reduce certain types of injuries in car accidents.
Excessive
Make claims of appropriate strength
V. Citations and Reference
Conventions
In-Text Citations
Author-Year
Number
Reference List
Alphabetic
Sequential
Number System
• In the number system, in-text citations are in the form of
numbers.
1. Numbers should appear sequentially.
2. Numbers are usually superscripted.
3. Makes the writing less cluttered.
1. Numbers should appear
sequentially.
2. Numbers are in superscript
or brackets.
3. Numbers make the writing
less cluttered.
Number System
4. In the ‘References’ section, the
references should retain their
numbering. They are therefore
arranged by order of appearance in
the text, not alphabetically.
Author-Year system
If there are multiple
citations, the citations
should be arranged
alphabetically (according
to the first author’s name)
and separated using semi-
colons.
Author-Year system
• In the ‘References’ section, the references should be
arranged alphabetically.
References
• Basically:
Who? When? Title? Publisher?
Place
Publisher
Name of journal Volume
Issue
Page numbers
Author Year Title
American Psychological Association (APA):
Kathpalia, S. (2015). Convoluted Writing. Singapore: Special
Books.
Modern Languages Association (MLA):
Kathpalia, Sujata. Convoluted Writing. Singapore: Special
Books, 2015. Print.
American Chemical Society (ACS):
Kathpalia, Sujata. Convoluted Writing; Special Books:
Singapore, 2015.
American Institute of Physics (AIP):
S. Kathpalia. Convoluted Writing (Special Books,
Singapore, 2015).
Darrah, M., Humbert, R., Finstein, J., Simon, M,
and Hopkins, J. (2014). Are Virutal Labs as
Effective as Hands-on Labs for Undergraduate
Physics? A Comparative Study at Two Major
Universities. J Sci Educ Technol 23, 803-814.
Reference