discussion-section0503

20110503DiscussionSectioninAcademicWriting1Lecture9DiscussionSectioninAcademicWriting20110503DiscussionSectioninAcademicWriting2Results•presenttheoutputoftheexperiments,modelorcomputation.•notmixResultswithDiscussion.20110503DiscussionSectioninAcademicWriting3Results•reportyourresultssimply,withoutopinionorinterpretationatthisstage.•defineallsymbolsandunits.•presentdatainaformotherpeoplecanuse.•giveemphasisinthetextthemostimportantaspectsofthetables,graphsorfigures.•giveerror-barsorconfidence-limits(置信限度)fornumericalorgraphicaldata.20110503DiscussionSectioninAcademicWriting4Results•statisticsshouldbemeaningful•avoidconfidence-erodingstatements33.3%ofthesamplesfailed;33.3%survived;thethirdsamplewasunfortunatelymisplaced.Aimforaconcise,economicalstyle.Poor:ItisclearlyshowninFigure3thattheshearloadinghadcausedthecell-wallstosufferductilefractureorpossiblybrittlefailure.Better:Shearloadingfracturescell-walls(Figure3)…20110503DiscussionSectioninAcademicWriting5Discussion1.Disciplinaryvariation2.Awriter’spositionintheRP3.Differencesb/wRSandDS4.DiscussionMove5.Languagefocus20110503DiscussionSectioninAcademicWriting61.DisciplinaryvariationSomescientists,perhapsespeciallyinthelifesciences,believethatalongdiscussionimpliesweakmethodsandresults,whilesocialscientistsandhumanistsmaywellbelievetheopposite.20110503DiscussionSectioninAcademicWriting72.Awriter’spositionintheRP•BythetimereadersreachtheDiscussion,authorscanassumeafairamountofsharedknowledge:thereaderunderstoodthepurposeofthestudyobtainedasenseofthemethodologyfollowedalongwiththeresults20110503DiscussionSectioninAcademicWriting82.Awriter’spositionintheRP•AuthorscanusethisunderstandingtopickandchoosewhattoconcentrateonitintheDiscussion.•TheytypicallyhavegreaterfreedomthanintheIntroduction.20110503DiscussionSectioninAcademicWriting93.Differencesb/wRSandDSIfresultsdealwithfacts,discussionsdealwithpoints•factsaredescriptive,whilepointsareinterpretive.•Authorshavesomeflexibilityindecidingwhichoftheirpossiblepointstoincludeandthenwhichtohighlight.20110503DiscussionSectioninAcademicWriting103.Differencesb/wSummaryandDSDiscussionshouldbemorethansummaries.20110503DiscussionSectioninAcademicWriting113.Differencesb/wSummaryandDSSummaryAccordingtoBoskin(2004)________.sourcemainidea20110503DiscussionSectioninAcademicWriting123.Differencesb/wSummaryandDSBernstein(2004)statesthat_____.claimsmainideaarguesmaintainsBarinaga(2004)suggeststhat_____.assertsmainideahypothesizesstatesconcludes20110503DiscussionSectioninAcademicWriting133.Differencesb/wSummaryandDSDifferentdisciplineshavethetendencytochoosedifferentreportingverbstomakeasummary.20110503DiscussionSectioninAcademicWriting143.Differencesb/wSummaryandDSdisciplineVerbsandFrequencyrank123456biologydescribefindreportshowsuggestobservephysicsdevelopreportstudyfindexpandElectricalengineeringproposeusedescribeshowpublishdevelopMechanicalengineeringdescribeshowreportdiscussexamineshowApplinguisuggestargueshowexplainfindPointoutpsycholoFindshowsuggestreportdemonstratefocusTable1High-FrequencyReportingVerbs20110503DiscussionSectioninAcademicWriting153.Differencesb/wSummaryandDSSomereportingverbsareobjective,othershavethepotentialstobeevaluate.20110503DiscussionSectioninAcademicWriting16Table2ObjectivityofReportingVerbsobjectiveevaluativedescriberecommendclaimassumecontendproposetheorizesupportexamine20110503DiscussionSectioninAcademicWriting17Table2ObjectivityofReportingVerbsobjectiveevaluativedescribe√recommend√claim√assume√contend√propose√theorize√support√examine√20110503DiscussionSectioninAcademicWriting183.Differencesb/wSummaryandDSCommonskeletalformulations:Inthispaperwehaveinvestigated…Themainpurposeofthispaperhasbeento…Thesurveyreportedoninthisstudyhasproducedawealthofdata.20110503DiscussionSectioninAcademicWriting193.Differencesb/wSummaryandDSDiscussionshouldgobeyondtheresults•moretheoretical•moreabstract•moregeneral•moreintegratedwiththefield•moreconnectedtotherealworld•moreconcernedwithimplicationsorapplicationsItshouldstepbackandtakeabroadlookatyourfindingsandyourstudyasawhole.20110503DiscussionSectioninAcademicWriting204.DiscussionmovesDiscussionmovesMove1Pointstoconsolidateyourresearchspace(obligatory)Move2Pointstoindicatethelimitationsofyourstudy(optionalbutcommon)Move3Pointstorecommendacourseofactionand/ortoidentifyusefulareasoffurtherresearch(optionalandonlycommoninsomeareas)20110503DiscussionSectioninAcademicWriting214.DiscussionmovesToreferenceotherresearchthatiscloselyrelated—whetherornotthereisagreementbetweenthesestudiesandthatofthecurrentauthors.20110503DiscussionSectioninAcademicWriting224.DiscussionmovesAuthorscanpresentthemselvesveryeffectivelybyboth1.Highlightingintelligentlythestrengthsofthestudyand2.HighlightingintelligentlyitsweaknessMove1isusuallyquiteextensive,andMoves2and3areoftenquiteshort.Move2and3canalsobeusedtoidentifyandopenupfutureresearchspaceforauthorsandtheircolleagues.20110503DiscussionSectioninAcademicWriting234.DiscussionmovesDiscussion:Howtoopenthediscussionsectionaccordingtoyourreadin