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.
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