How-to-write-an-introduction-to-a-scientific

HowtowriteanintroductiontoascientificpaperComponentsofaresearchpaperQuestionstothinkWhattypeofinformationshouldbeinmyIntroduction,andinwhatorder?HowdowritersnormallystarttheIntroduction?HowdowritersnormallyendtheIntroduction?Function(p.54)•Ahooktoattractreaders:Tostimulatereaders’interest•Establishthecontextoftheworkbeingreported.•Providerationaleforthepresentstudy.Whatisthesubjectabout?WhydidI(we)carryouttheexperiment?WhyisitimportantHowdidwesolvetheproblem?WhatHowWhyWhattypeofinformationExerciseHandout1Section1Whatareadoestheresearchsubjectbelongto?Isthereanycontextoftheresearchproblemsprovidedthathelpsyouunderstandtheresearch?Doyouthinktheresearchisimportant?Howdoyouknowit?Hasanybodydonesimilarresearchbefore?Doyouthinktheauthor’sresearchisworthwhile?Isthereanyproblemthatheclaimstotrytosolve？Ishedoingsomethingneworrepeatingothers’work?Howdoyouknowit?Whatdoyoulearnaboutthisresearch?Doesthewritermentionthepurposeofthisresearch?UsingMicrocomputersinTeachingDuringthepast40years,theUnitedStateshasexperiencedtheintegrationofthecomputerintosociety.Progresshasbeenmadetothepointthatsmall,inexpensivecomputerswithexpandedcapabilitiesareavailableforinnumerableuses.Manyschoolshavepurchasedandarepurchasingmicrocomputersforinfusionintotheirdirectedlearningprograms.Mostindividualsseemtoagreethatthemicrocomputerwillcontinuetoholdanimportantroleineducation.Gubser(citation1)andHinton(citation2)suggestedphenomenalincreasesinthenumbersofcomputersbothintheschoolandthehomeinthenearfuture.Schmidt(citation3)identifiedthreetypesofmicrocomputeruseinclassrooms:theobjectofacourse,asupporttool,andameansofprovidinginstruction.FosterandKleene(citation4)citedfourusesofmicrocomputersinvocationalagriculture:drillandpractice,tutorial,simulationandproblemsolving.Thefindingsofstudiesexaminingtheuseofvariousformsofcomputer-assistedinstruction(CAI)havebeenmixed.StudiesbyHickey(citation5)andHoneycutt(citation6)indicatedsuperiorresultswithCAIwhilestudiesbyEllis(citation7),Caldwell(citation8)andBelzer(citation9)indicatedlittleornosignificanteffect.Althoughmuchworkhasbeendonetodate,morestudiesneedtobeconductedtoascertaintheeffectsofmicrocomputer-assistedinstructioninteachingvarioussubjectsinavarietyoflearningsituations.Thepurposeofthisstudywastoascertaintheeffectofusingmicrocomputer-assistedinstructionascomparedtoalecture-discussiontechniqueinteachingprinciplesandmethodsofcostrecoveryandinvestmentcreditonagriculturalassetstograduatestudentsinagriculturaleducation.GeneralresearchcontextImportanceofmicrocomputerineducationEvidenceProblemSignificanceofthisstudyPurposeofthestudyMorespecificcontextReviewofstudiesMethodologySwales’CreateaResearchSpaceModelofresearcharticleintroductionsStep1Claimingcentralityand/orByinterest;BytopicimportanceStep2StatingcurrentknowledgeMove1:EstablishthefieldStep3DescribingkeycharacteristicsMove2:SummarizepreviousresearchStep1reviewingrelevantitemsofpreviousresearchStep1AindicatingagaporStep1BRaisingaquestion/disagreeingwithanexisting/acceptedapproachorMove3:Defineaniche/PrepareforpresentresearchStep1CExtendingafinding/continuingapreviouslydevelopedlineofinquiryorStep1outliningpurpose/settingobjectivesorMove4:Occupytheniche/IntroducepresentresearchStep2Describingpresentresearch:announcingmethodologyannouncingprinciplefindingsindicatingthestructureoftheresearchUsethemodeltoanalyzethegivensample.UsingMicrocomputersinTeachingDuringthepast40years,theUnitedStateshasexperiencedtheintegrationofthecomputerintosociety.Progresshasbeenmadetothepointthatsmall,inexpensivecomputerswithexpandedcapabilitiesareavailableforinnumerableuses.Manyschoolshavepurchasedandarepurchasingmicrocomputersforinfusionintotheirdirectedlearningprograms.ClaimcentralitybyimportanceMove1:EstablishingafieldMostindividualsseemtoagreethatthemicrocomputerwillcontinuetoholdanimportantroleineducation.TopicgeneralizationMove2:SummarizingpreviousresearchGubser(1980)andHinton(1980)suggestedphenomenalincreasesinthenumbersofcomputersbothintheschoolandthehomeinthenearfuture.Schmidt(1982)identifiedthreetypesofmicrocomputeruseinclassrooms:theobjectofacourse,asupporttool,andameansofprovidinginstruction.FosterandKleene(1982)citefourusesofmicrocomputersinvocationalagriculture:drillandpractice,tutorial,simulationandproblemsolving.ReviewrelevantelementsofPreviousstudiesMove3:EstablishinganicheThefindingsofstudiesexaminingtheuseofvariousformsofcomputer-assistedinstruction(CAI)havebeenmixed.StudiesbyHickey(1968)andHoneycutt(1974)indicatedsuperiorresultswithCAIwhilestudiesbyEllis(1978),Caldwell(1980)andBelzer(1976)indicatedlittleornosignificanteffect.Althoughmuchworkhasbeendonetodate,morestudiesneedtobeconductedtoascertaintheeffectsofmicrocomputer-assistedinstructioninteachingvarioussubjectsinavarietyoflearningsituations.IdentifytheproblemExtendafindingMove4:OccupyingthenicheThepurposeofthisstudywastoascertaintheeffectofusingmicrocomputer-assistedinstructionascomparedtoalecture-discussiontechniqueinteachingprinciplesandmethodsofcostrecoveryandinvestmentcredi