Research papers contain different parts, such as introduction, methods, etc. One of the most important and difficult to write is the abstract. The abstract and the title are the first instances of contact a reader will have with a research paper. Due to their difficulty, abstracts and titles are often written at the end of the research process (Hartley, 2008). Writing an abstract implies its author’s ability to summarise the whole paper in 150 or 200 words. The American Psychological Association (APA)(2008) defines abstracts as “a brief, comprehensive summary of the contents of the article” (p. 12). Additionally, Swales and Feak (1994) define abstracts in terms of indicative or informative. The former includes indicating ‘what kind of research has been done’, whereas the latter implies not only the kind of research but also the information about the main results (Ibid, p.81). Bearing these characteristics in mind, the present paper tries to analyse the main features of two abstracts from different areas of study.
Depending on the field and the requirements of publications, abstracts may differ in their formats. For instance, structured abstracts are commonly found in medical research papers. The main characteristic is that information is divided into sub-headings, such as ‘background, aim, method, result and conclusions’ (Hartley, 2008, p.31). This division allows the readers to scan the abstracts easily and to find the information in the same place in the body of the research article.
In the educational field, unstructured abstracts are commonly found. In general terms, they possess the same information as structured abstracts but without sub headings. Namely, in King’s (2002) abstract on his research paper about using DVD in the English as a Foreign Language (EFL) classroom, background information is provided at the beginning. He includes special features of DVD and the possible pedagogical advantages of its use in the classroom. In addition, some linguistic features allow the reader to understand the research questions. In this article, information is provided about the purpose of the paper in terms of approaches and assessment system to be used with DVDs in the classroom. Furthermore, by the use of the word ‘finally’ the author provides the reader with information about possible criteria to select appropriate DVD films. All in all, this abstract is written in clear and concise language allowing the community of teachers to understand the purpose and intention of the paper.
Regarding the use of tenses, background information is presented through the use of present perfect, while the purpose and the writer’s advice are written in present simple. Swales and Feak (2001) explain that summary abstracts use the present simple to introduce the conclusions and present or present perfect for opening sentences. King’s (2002) abstract is an instance of these characteristics. The use of present simple produces an effect of ‘liveliness and contemporary relevance’ (Swales, et al, 2001, p. 213).
In the case of Rammal’s (2006) paper on the use of video in EFL classrooms, the abstract is a brief summary. It is formed by two full sentences in which the writer clearly states the target reader as well as the purpose. The approach chosen for the research can also be inferred. However, the author does not provide clear information about the results arrived. It can be said that Rammal (2006) left some important issues uncovered. In general terms, the abstract only provides a very general view of the purpose and the topic under investigation. No expression of general overview of thought is provided. In other words, the reader is only provided with a general background of the research territory and aim. The contribution of the paper to the education field is also expressed in broad terms.
In the medical field, structured abstracts tend to be much more used. And in most of the cases, authors follow specific guidelines required by the journal in which it will be published afterwards. The research article by Wijeysundera and et al. (2010) followed the IMRAD formula by including the subtitles background, methods, results and conclusions. The first term is coined as introduction and the last one would be the equivalent for discussion. Considering its length, the authors developed their ideas in more than 300 words which might be more than the average expected by APA. As regards its linguistic characteristics, the present abstract includes full sentences in the past, the use of impersonal passives and the absence of negatives (Swales & Feak, 2001). However, two aspects are worth considering: the methods section begins with the first person plural and the conclusions are stated in the present tense.
The International Committee of Medical Journals Editors (2010) explains that because abstracts are the only substantive portion of the article indexed in many electronic databases, and the only portion many readers read, authors need to be careful that they accurately reflect the content of the article. Accordingly, the abstract by Wijeysundera and et al. (2010) is organised in smaller pieces of information under several subheadings: objective, design setting, participants, interventions, main outcome measure, results and conclusions so that readers can easily comprehend the purpose of the research paper. In both medical papers, there are several instances of abbreviations, jargons and symbolisms which in fact should be avoided since they might lead to confusion (Swales & Feak, 2001).
All in all, the process of writing an abstract requires the use of summarising in a certain amount of words the main aspects of a research paper. Depending on the field and requirements of publications, the abstract may vary in terms of format. However, the outmost characteristic of abstracts should be the capacity of the writer to express that his/her findings are worth reading. That is to say, abstracts are more important for readers than for writers (Swales & Feak, 2001) since if the reader likes and finds the abstract interesting, he/she would probably continue reading the paper. And this will ensure the writer’s purpose: the purpose to be read.
References
American Psychological Association. (2008). Publication Manual (5th ed.). Washington, DC.
Becket, N. S., Peters, R., Fletcher, A. E., Staessen, J. A., Liu, L., Dumitrascu, D., et al. (2008). Treatment of hypertension in patients 80 years of age or older. The New England Journal of Medicine. [Abstract]. Retrieved June 2011, from http://www.nejm.org/doi/full/10.1056/NEJMoa0801369
Hartley, J. (2008). Academic writing and Publishing. A Practical Handbook. Routledge, New York.
International Committee of Medical Journals Editors (2010) Uniform Requirements for Manuscripts Submitted to Biomedical Journals. Retrieved June 2011, from http://www.icmje.org/urm_main.html
King, J. (2002). Using DVD feature films in the EFL classroom. The weekly column. [Abstract]. Retrieved June 2011, from http://www.eltnewsletter.com/back/February2002/art882002.htm
Ramal, S. (2006). Video in the EFL classroom. Retrieved June 2011, from http://www.usingenglish.com/articles/video-in-efl-classrooms.html
Swales, J. M & Feak, C. B. (2001). Academic writing for graduate students. Essential tasks and skills. A course for nonnative speakers of English. The University of Michigan Press: USA
Swales, J. M. & Feak, C.B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press
Wijeysundera, D. N., Beattie, W. S., Elliot, R. F., Austin, P. C., Hux, J. E., & Laupacis, A. (2010). Non-invasive cardiac stress testing before elective major non-cardiac surgery: Population based cohort study. British Medical Journal, 340, b5526. [Abstract]. doi: 10.1136/bmj.b5526
jueves, 2 de febrero de 2012
Research Papers in Education as a Medium to Enhance Further Investigation
According to Sampieri, Collado and Lucio (1998), scientific research is defined as a type of research which is systematic, controlled, empiric, and critical. As a discipline, it needs to be systematic and controlled and should be based on observable issues. Above all, it is critical because it is constantly being objectively judged. Any researcher may have two goals in mind while carrying out this type of investigation: to produce new knowledge or theories – also known as basic investigation – and to solve possible problems – applied investigation. They also state that the application of the research process generates new knowledge, which also promotes new ideas and enquires to further delve into and, it is how different sciences and technologies progress.
Scientific investigation is a long and careful process which demands undergoing different steps in order to achieve its ultimate product: the research paper, article or report. Afterwards, it has to be disseminated so that others can benefit from the findings, conclusions and discussions that they may have stated according to their preliminary hypothesis. In the old days, authors typically sent preprints, or early drafts of their articles, to friends and colleagues and to interested enquirers. But today, most authors supply lists of their publications on the Web or, indeed, make the publications themselves available on it.
Junni (2007) remarks that the Internet is an attractive medium for seeking and obtaining information since it is accessible twenty-four hours a day, there is no need to visit a library, information can be obtained relatively quickly and conveniently and sources on the Internet are often more up to date than sources in paper format. In the view of the American Psychological Association (2010), the data a researcher provides will serve either a communication purpose to show that meaning has been discovered and to show or to communicate to others this meaning. This is extremely helpful for researchers in a twofold way: to share the results of their own investigations and to let others use those papers as a source to foster new research. .
In the specific case of research in the educational field, Lindón Villoria (1998) expresses that in order to investigate, it is essential to correlate the theory with the reality in which that theory is immersed and the product of the research will certainly open new questions about future decisions. All in all, it is in this sense that research papers in education are a medium to express, share and discuss critical points in the educational field.
References
American Psychological Association. (2010). Publication Manual (6th ed.). Washington, DC.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (1998). Metodología de la investigación. (2nd ed.). McGraw Hill: México.
Junni, P. (2007). Students seeking information for their Masters’ theses: The effect of the Internet. Retrieved 18 July 2007 from Information Research, (http://InformationR.net/ir/12-2paper305.html).
Lindón Villoria, A. (1998). De la investigación en ciencias sociales, de las “tesis” y la metodología de la investigación. El Colegio Mexiquense, A. C. 15,1-7. Retrieved May14th 2011 from www.cmq.edu.mx/component/docman/doc.../141-di0150111.html
Scientific investigation is a long and careful process which demands undergoing different steps in order to achieve its ultimate product: the research paper, article or report. Afterwards, it has to be disseminated so that others can benefit from the findings, conclusions and discussions that they may have stated according to their preliminary hypothesis. In the old days, authors typically sent preprints, or early drafts of their articles, to friends and colleagues and to interested enquirers. But today, most authors supply lists of their publications on the Web or, indeed, make the publications themselves available on it.
Junni (2007) remarks that the Internet is an attractive medium for seeking and obtaining information since it is accessible twenty-four hours a day, there is no need to visit a library, information can be obtained relatively quickly and conveniently and sources on the Internet are often more up to date than sources in paper format. In the view of the American Psychological Association (2010), the data a researcher provides will serve either a communication purpose to show that meaning has been discovered and to show or to communicate to others this meaning. This is extremely helpful for researchers in a twofold way: to share the results of their own investigations and to let others use those papers as a source to foster new research. .
In the specific case of research in the educational field, Lindón Villoria (1998) expresses that in order to investigate, it is essential to correlate the theory with the reality in which that theory is immersed and the product of the research will certainly open new questions about future decisions. All in all, it is in this sense that research papers in education are a medium to express, share and discuss critical points in the educational field.
References
American Psychological Association. (2010). Publication Manual (6th ed.). Washington, DC.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (1998). Metodología de la investigación. (2nd ed.). McGraw Hill: México.
Junni, P. (2007). Students seeking information for their Masters’ theses: The effect of the Internet. Retrieved 18 July 2007 from Information Research, (http://InformationR.net/ir/12-2paper305.html).
Lindón Villoria, A. (1998). De la investigación en ciencias sociales, de las “tesis” y la metodología de la investigación. El Colegio Mexiquense, A. C. 15,1-7. Retrieved May14th 2011 from www.cmq.edu.mx/component/docman/doc.../141-di0150111.html
Analysing Academic Conventions in Research Articles
Sampieri, Collado and Lucio (1998) defined scientific research as systematic, controlled, empiric and critical. It is based on observable issues which demand permanent objective reflection. When doing research, two purposes can be identified, to produce new knowledge and theories or to solve problems. Depending on the researcher’s field of study, research papers (RPs) may have different formats and styles. Namely, medicine field research papers differ in organisation and style from educational field papers.
The purpose of the present paper is to analyse and compare two different research articles from the medicine and educational fields. Its main focus is on the results, discussion and conclusion sections. The articles by Eddens and et al (2009) and by Elola & Oskoz (2010) have been drawn from different scientific electronic journals. On the one hand, the educational research is devoted to investigate the process of collaborative writing through the use of technology, such as wikis and chats. On the other hand, the medicine paper’s main concern is to analyse cancer survivor stories on the web and the creation of a database with these stories.
Swales and Feak (1994) explain that the result section of an RP should report the data collected by means of text, tables and/or figures. This kind of resources allows the authors to present a large proportion of information in a small amount of space (American Psychological Association, 2007). The educational research article starts its results section by stating the purpose of the section by dividing the results into 5 different areas of analysis. As regards the medicine paper, the result section presents the main findings of the research. Moreover, it can be noticed that this section is divided into sub-sections which deal with specific data of the research, such as form of communication and type of cancer, among others. The authors provide quantitative data of the main results being this one of its main characteristic.
Swales and Feak (1994) developed criteria for reporting data in the result section. One of the main components is the use of tables. The Online Writing Laboratory (2010) states that their purpose is to enhance the reader’s understanding of the information in the document. Furthermore, tables’ main function is “to present a large proportion of information in a small amount of space” (Crimi & Pintos, 2010, p.22). Both articles make use of tables to represent data. In the case of medicine, Eddens and et al (2009) use tables to present the main characteristics of two different variables. As regards the educational paper, Elola and Oskoz (2010) use tables to present certain variables and they also represent the results of a questionnaire into quantitative data. It is worth mentioning that within this section in the educational paper, the authors included a dialogue between participants. Both papers use the past simple tense to present data so as to clearly inform the audience about their findings.
According to the American Psychological Association (APA) (2007) the use of tables must be done under certain rules. One of these rules states that tables should be numbered (APA, 2007). Both articles number each tables according to this rule. Additionally, it can be noticed that each table possesses a title. However, only the educational article does respect APA rules as regards table titles. The authors italicised, capitalised and position flush left all the titles and they clearly state what information can be found in the table. In only one table the authors clarified information by using a specific note. Apparently, the medicine article tables are represented according to another documentation system such as the Vancouver System.
Both papers include a discussion section. In this section, Swales and Feak (1994) explain that the writers should deal with interpreting the results and go beyond them. According to the APA (2007), this section’s main characteristic is the use of evaluative language as well as the use of present tenses. Additionally, the results section and the discussion section can be found together or separated. (Swales & Feak, 1994). Specifically, the medical article is further enhanced by a limitation, a further implications and a concluding subtitle. Eddens and et al (2009) seem to have chosen this clear-cut division so that the audience is able to trace the line of thought sought. It can be noticed the use of past tenses as well as in present tenses. Past tenses are used to introduce results and present tenses are used to expand and clarify those results.
In the case of the educational article, its purpose is to give answers to questions previously stated in the literature review section. Furthermore, this section is divided into paragraphs devoted to explain each part of the analysis carried out by the researchers. That is to say, the authors restate “the key findings with reference to the initial questions” (Crimi & Pintos, 2010, p.20). Moreover, the authors cite sources from the literature review to support their discussion. It is worth pointing out the inclusion of a table within this particular section which also follows the APA guidelines.
The purpose of the present paper is to analyse and compare two different research articles from the medicine and educational fields. Its main focus is on the results, discussion and conclusion sections. The articles by Eddens and et al (2009) and by Elola & Oskoz (2010) have been drawn from different scientific electronic journals. On the one hand, the educational research is devoted to investigate the process of collaborative writing through the use of technology, such as wikis and chats. On the other hand, the medicine paper’s main concern is to analyse cancer survivor stories on the web and the creation of a database with these stories.
Swales and Feak (1994) explain that the result section of an RP should report the data collected by means of text, tables and/or figures. This kind of resources allows the authors to present a large proportion of information in a small amount of space (American Psychological Association, 2007). The educational research article starts its results section by stating the purpose of the section by dividing the results into 5 different areas of analysis. As regards the medicine paper, the result section presents the main findings of the research. Moreover, it can be noticed that this section is divided into sub-sections which deal with specific data of the research, such as form of communication and type of cancer, among others. The authors provide quantitative data of the main results being this one of its main characteristic.
Swales and Feak (1994) developed criteria for reporting data in the result section. One of the main components is the use of tables. The Online Writing Laboratory (2010) states that their purpose is to enhance the reader’s understanding of the information in the document. Furthermore, tables’ main function is “to present a large proportion of information in a small amount of space” (Crimi & Pintos, 2010, p.22). Both articles make use of tables to represent data. In the case of medicine, Eddens and et al (2009) use tables to present the main characteristics of two different variables. As regards the educational paper, Elola and Oskoz (2010) use tables to present certain variables and they also represent the results of a questionnaire into quantitative data. It is worth mentioning that within this section in the educational paper, the authors included a dialogue between participants. Both papers use the past simple tense to present data so as to clearly inform the audience about their findings.
According to the American Psychological Association (APA) (2007) the use of tables must be done under certain rules. One of these rules states that tables should be numbered (APA, 2007). Both articles number each tables according to this rule. Additionally, it can be noticed that each table possesses a title. However, only the educational article does respect APA rules as regards table titles. The authors italicised, capitalised and position flush left all the titles and they clearly state what information can be found in the table. In only one table the authors clarified information by using a specific note. Apparently, the medicine article tables are represented according to another documentation system such as the Vancouver System.
Both papers include a discussion section. In this section, Swales and Feak (1994) explain that the writers should deal with interpreting the results and go beyond them. According to the APA (2007), this section’s main characteristic is the use of evaluative language as well as the use of present tenses. Additionally, the results section and the discussion section can be found together or separated. (Swales & Feak, 1994). Specifically, the medical article is further enhanced by a limitation, a further implications and a concluding subtitle. Eddens and et al (2009) seem to have chosen this clear-cut division so that the audience is able to trace the line of thought sought. It can be noticed the use of past tenses as well as in present tenses. Past tenses are used to introduce results and present tenses are used to expand and clarify those results.
In the case of the educational article, its purpose is to give answers to questions previously stated in the literature review section. Furthermore, this section is divided into paragraphs devoted to explain each part of the analysis carried out by the researchers. That is to say, the authors restate “the key findings with reference to the initial questions” (Crimi & Pintos, 2010, p.20). Moreover, the authors cite sources from the literature review to support their discussion. It is worth pointing out the inclusion of a table within this particular section which also follows the APA guidelines.
Both articles possess a conclusion section. Regarding the educational articles, the authors summarise, evaluate and provide their opinion in this section. Additionally, at the very end a paragraph is devoted to explain the limitations of the research. The authors cite sources to support their opinion and arguments. However, the medicine paper concludes the research with a very short paragraph in which explanation of what the study has contributed to its field of study is presented. Quite distinctively is the fact that the conclusion section is the shortest paragraph in the whole paper. And no opinion is provided with respect to the topic.
All in all, the papers selected have similarities and differences. Firstly, each of them belongs to a different field, for that reason, rules, formatand documentation systems differ. Secondly, they have sections in common and they both contain tables to present information. However, these tables address to different documentation systems. All in all, the papers under analysis are examples of research articles which although they belong to different areas of study, they show the researchers’ ability to present their findings in a clear and convincing way.
References
Eddens, K., Kreuter , M., Morgan, J., Beatty, K., Jasim, S., Garibay, L., Tao D., Buskirk. T. & Jupka K.(2009) Disparities by Race and Ethnicity in Cancer Survivor Stories Available on the Web. Retrieved April 2011 from http://www.jmir.org/2009/4/e50/. Doi: 10.2196/jmir.1163 PMID: 19945948.
Hernández Sampieri, R., Fernández-Collado, C., & Lucio, B.P. (2008). Metodología de la Investigación (4th ed.). México: McGraw-Hill.
Elola, I. & Oskoz, A. (2010) Collaborative Writing: Fostering Foreign Language and Writing Conventions Development. October 2010. Volume 14, number 3. Pp.51-71. Retrieved April 2011, from http://llt.msu.edu/vol14num3/elolaoskoz.pdf
Online Writing Laboratory (OWL). (2010). APA Tables and Figures. Retrieved May 2011, from http://owl.english.purdue.edu/owl/resource/656/01/
Pintos, V., & Crimi, Y. (2010). Unit 3: The research article: Results, discussions, and conclusions. Universidad CAECE, Buenos Aires, Argentina. Retrieved May 2011, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=9071
Swales, J.M. &Feak, C.B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Harbour, MI: The University of Michigan Press.
References
Eddens, K., Kreuter , M., Morgan, J., Beatty, K., Jasim, S., Garibay, L., Tao D., Buskirk. T. & Jupka K.(2009) Disparities by Race and Ethnicity in Cancer Survivor Stories Available on the Web. Retrieved April 2011 from http://www.jmir.org/2009/4/e50/. Doi: 10.2196/jmir.1163 PMID: 19945948.
Hernández Sampieri, R., Fernández-Collado, C., & Lucio, B.P. (2008). Metodología de la Investigación (4th ed.). México: McGraw-Hill.
Elola, I. & Oskoz, A. (2010) Collaborative Writing: Fostering Foreign Language and Writing Conventions Development. October 2010. Volume 14, number 3. Pp.51-71. Retrieved April 2011, from http://llt.msu.edu/vol14num3/elolaoskoz.pdf
Online Writing Laboratory (OWL). (2010). APA Tables and Figures. Retrieved May 2011, from http://owl.english.purdue.edu/owl/resource/656/01/
Pintos, V., & Crimi, Y. (2010). Unit 3: The research article: Results, discussions, and conclusions. Universidad CAECE, Buenos Aires, Argentina. Retrieved May 2011, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=9071
Swales, J.M. &Feak, C.B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Harbour, MI: The University of Michigan Press.
The Process of Writing a Research Paper: Format and Linguistics Features
Research papers (RPs) are the final outcome of a long process. In general, RPs possess a standard format which facilitates communication and organise information. The typical organisational pattern is called IMRD format (Introduction, Methods, Results and Discussion) (Swales & Feak, 1994). Each section is characterised by rhetorical and specific linguistics characteristics as well as a clear purpose. The American Psychological Association (APA) (2008) explains that research papers “consist of distinct sections that reflect the stages in the research process (…)” (p.7). However, it is worth mentioning that depending on the field of investigation and requirement of publications research articles may have some differences. The purpose of this paper is to compare and analyse sections from two research papers which belong to the educational and medicine fields.
The first section of the IMRD model is the introduction. Writing an introduction demands the presentation of problem under study. ”The main purpose of the introduction is to provide the rationale of your paper, moving from general discussion of the topic to a particular question or hypotheses being investigated” (Swales & Feak, 1994, p.156). In addition, the APA (2008) explains that a good introduction states the importance of the problem, the relation between the hypotheses and the problem under investigation, the theoretical implications and theoretical propositions under investigation. This will ‘give the reader a firm sense of what was done and why’ (APA; 2008, p. 16). Generally, the presentation of these issues is done through special linguistics features which will create a sense of worth reading on the reader. That is to say, the writer of an introduction should try to establish that his or her particular area of research is significant (Swales and Najjar, 1987).
The paper chosen from the educational field was written by Elola and Oskoz (2010) and it investigated the use of technologies in the classroom to foster collaborative writing among students. Differently, the medicine paper was written by Eddens (2009) and its main purpose was to communicate the results of a descriptive study of online cancer survivor stories. It is clearly evident that each paper is written for different audiences and they respect different citation styles. However, some similarities can be found as regards formats.
The introduction section will be analysed under the rules of Swales and Feak’s (1994) model called Create-a-Research-Space (CARS). The author stated that, in general, introductions follow this pattern which is divided into MOVES. Each move has a purpose in itself as well as some particular linguistics features. Move 1 is characterized by ‘introducing and reviewing items of previous research in the area’ (Swales & Feak, 1994, p.175). Move 2 indicates a gap in the research stated at move 1 or the necessity of further investigation. In Swales’ words move 2 ‘establishes a niche’ (Swales, ibid). Generally, move 2 will be marked by the use of a contrastive connector like however, or it is also possible to find some negative elements. The main function of move 3 is to express the purpose of the paper or its nature. The writer should explain the approach chosen to solve the problem and provide a clear and formal statement of the hypotheses (APA, 2008).
Regarding Elola et al (2010)’s paper, the introduction is a clear example of the model previously explained. The author presents the main issue of the paper, the research territory in addition to citations of previous research. Background information is provided in order to evidence and sustain the problem under investigation. Move 2 is signalled by the use of the phrase ‘a question that remains to be answered, however, (...)’ (Elola et. al., 2010, p.1). The use of this sentence implies that there is a niche, that the research topic is not completed yet. Moreover, ‘it also establishes the motivation for the study’ (Swales & Feak, 1994, p.185). After clearly establishing the niche, Elola et al (2004) express the paper’s purpose. The authors decide to refer to the type of text by using descriptive statements in present tense.
In comparison, Eddens’ paper (2009) does not clearly exemplify the moves of CARS model as Elola’s paper does. Previous research is presented, however with little information and specifications. It is worth mentioning that the author indicates a niche by using a negative opening statement: ‘this issue has received much less attention…’ (Eddens, et. al., 2009, para 1) and it clearly finishes by stating the need of the paper. According to Swales and Feak (1994) negative subjects indicate that ‘Move 1 has come to an end’ (p.188). In addition, further specification of the paper’s purpose is stated as well as the specification of the research territory. It is possible to say that both papers present their introduction by the use of a general- specific text. Swales and Feak (1994) define general-specific (G-S) text as ‘texts [which] move from broad statements to narrower ones’ (p.33).
As “the method section describes, in various degree of detail, methodology, materials and procedures”(Swales & Feak, p.156), it should describe in detail the conduction of the study in order to allow the reader to evaluate the method as well as the results. In other words, it should tell the reader what was done and how. (APA, 2008). Analysing the papers previously mentioned, the medicine paper presents a method section divided into sampling, eligibility, coding, and measures. Whereas the educational paper does not clearly state the word method but instead, the phrase background information is found. After that phrase, categories such as procedures and analysis are presented.
It can be said that both papers differ in their method section as regards categories and titles assigned to each category. In addition, Elola’s method section contains explicit details and procedures. The author also makes explanations of each step in the method taken and in general terminology is repeated. Within this section, tables are used to expand and exemplify information. The process and procedures are presented through a problem-solution text. In general, this type of text ‘describes procedures and processes’ (Swales & Feak, 1994, p.61). Problem- solution texts are characterised by the use of past tense as well as passive voice. Elola’s method section is a clear example of a problem-solution text. It is also possible to recognise the use of passive voice as well as past tenses. However, in Edden’s paper, no tables are presented in this section. Instead, explicit information about the sampling, dates, selection criteria, among others variables are presented.
Regarding terminology, it is possible to state that Edden’s paper supposes a necessity of background information from part of the reader in order to understand certain terms. All in all, both method sections have similarities and differences. In general, in social sciences the main purpose of RP is to announce development in the method whereas in medical research, the method section relies on standard practices and established methods. (Swales & Feak 1994). This main difference postulated by Swales can be indentified in the papers under analysis.
On balance, the analysis of both papers gives as results differences and similarities among research articles from different fields. The educational paper clearly represents in its introduction the IMRD model whereas the medicine paper does not provide such distinction. Regarding method sections, both Elola and Edden’s papers present clear and precise information. But the latter requires some background information from part of the reader in order to understand some specific terms. To sum up, both papers try to convince the reader that their research paper is worth reading and that they contribute useful information to their corresponding fields.
References
American Psychological Association (2008) .Publication Manual (5th Ed.).Washington DC
Eddens, K., Kreuter , M., Morgan, J., Beatty, K., Jasim, S., Garibay, L., Tao D., Buskirk. T. and Jupka K.(2009) Disparities by Race and Ethnicity in Cancer Survivor Stories Available on the Web. Retrieved April 2011 from http://www.jmir.org/2009/4/e50/. Doi: 10.2196/jmir.1163 PMID: 19945948.
Elola, I and Oskoz, A. (2010) Collaborative Writing: Fostering Foreign Language and Writing Conventions Development. October 2010. Volume 14, number 3. Pp.51-71. Retrieved April 2011, from http://llt.msu.edu/vol14num3/elolaoskoz.pdf
Swales, J. M., and Najjar, H. (1987). The writing of research articles introductions. Written Communication. 4: 175-92. Retrieved May 2011 from http://deepblue.lib.umich.edu/bitstream/2027.42/68973/2/10.1177_0741088387004002004.pdf
Swales, J.M., & Feak, C. B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Harbor , MI: The University of Michigan
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