저널 논문 작성 및 실습 Scientific writing & practice
Ch. 3. Writing about results
Major: Interdisciplinary program of integrated biotechnology
Graduate school of bio- & information technology Young-il Lim (N110), Lab. FACS
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Unit 3. Writing about results
3.1 Structure
3.2 Grammar and writing skills - Sequence
- Frequency - Quantity - Causality
3.3 Writing task: Build a model - Building a model
- Key
- the model
- testing the model 3.4 Vocabulary
- Vocabulary task
- Vocabulary for the results section 3.5 Writing a results section
- write a results section - Key
Unit 3. Writing about Results
3.1 Structure
The title of this section varies in different disciplines, and also in different journals.
Instead of Results, it is sometimes called ‘Analysis’ or ‘Data Analysis’.
The table below shows four options for the subtitles from this point until the end of the research paper.
The best way to choose an appropriate subtitle is to look at the Guide for Authors of the journals to which you want to submit!
3.1 Structure
In most cases, the results of your work can be given in graphs, tables, equations or images.
Why, then, should you bother to write a Results section? Why not simply provide good, clear graphs or tables with good, and clear titles?
It is clear that some things cannot be achieved by just using tables, graphs or other images of your results. They can be achieved by using sentences:
- Some of your results may be more interesting or significant than others.
- It is difficult to communicate this only in a table or graph.
-In some cases, you may want to offer background information to explain why a particular result occurred, or to compare your results with those of other researchers.
- In addition, your results may be problematic; perhaps some experiments were not fully successful and you want to suggest possible reasons for this.
You must communicate your own understanding and interpretation of the results to your readers.
Results do not speak for themselves; if they did, the tables or graphs of your results would be enough.
3.1 Structure
Example for this section with title is: A modeling approach to traffic management and CO exposure during peak hours.
3.1 Structure
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
In order for other researchers to be able to repeat your work accurately and compare their result with yours, you need to be able to describe the order and time sequence of what you did and found in a very precise way.
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
It is also important to communicate clearly how often a particular event or result oc- curred.
Frequency
0%
100%
Readers may not be able to evaluate your results appropriately if they do not know how often a particular result occurred.
If without frequency?
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
Describe it by your own way
Encourage people to form strong impressions
strong result (in as many as 23% of cases) weak result (in only 23% of cases)
the reader may decide that 23% of cases is low, or vice versa
Another expression: Using language in the frequency section
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
Phrases that communicate quantity can be divided into 5 groups:
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity
- Causality Key
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
to indicate the relationships or connections between the events that you observed.
clear/strong causal connection (cause, produce, be due to)
partial cause (be a factor in, contribute to)
initial or first cause in a causal chain (originate in, initiate)
* communicate a weak causal connection (be related to, link)
3.2 Grammar and Writing Skills - Sequence
- Frequency - Quantity - Causality
Causal statements such as x caused y are risky because they may be disproved at a later stage You may decide to say x was linked to y as following causal statement:
Be careful: if you add too many sentences, it may not mean very much at all
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model Short description (modeling of results)
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model
- Don’t start by describing own results, but start with:
• offering an overview of the current section
• referring back to something from the previous section(s)
-Restate specific research problem or the aim of project.
-Restate the original
prediction or the findings of other research.
- Highlights important as- pect of materials, method you used to obtain your results
- Remind reader about methodology.
- Background information Readers can understand why the results occurred as they did
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model
- Need to compare the results with other researcher to
show the reader how and where your research fit with the existing research pic- ture.
- Describe the results which underlie or lead to more im- portant ones.
- Use evaluative language to direct the focus of the
reader .
- Invite the reader to look -The reader will try to understand or interpret the data.
Give a comment / some explanation about the figure
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model
- Use signal at the start of the sentence for interesting, controversial, or important result.
- Without signal, all result will be perceived as having the same function or importance.
- Need to describe individual results in some details (im- portant/typical/interesting results)
- Use formal words, marks, etc
Word “striking” is too infor- mal.
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model
- Explain the result (based on the complexity of the results and the type of paper).
Explain by providing background factual
information to explain why a particular result occurred
- Explanation ≠ evaluation ≠ implication.
- Explanation should be limited
- Choose and describe
significant result in detail.
(Not all the results are explained)
- The methodology often only deals with the basic struc- ture and components of the materials and methods.
- Most of the details of methodology are incorpo- rated into the results.
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model - Don’t ignore problems in
your results unless you are certain that problems are insignificant and invisible.
- Also, don’t wait for perfection.
- Mention & acknowledge the problems/difficulties which are encountered with the results.
- How to talk about problems:
• Minimize the problem
• Suggest possible reasons
• Offer a solution/ a way - Give some indication of
what the results means
- Once individual results have been described and dis-
cussed, the focus of the pa- per begins to open out and move away from the central
“reporting” section towards the conclusion
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model
Remind the reader and let the reader know what to
expect.
Invite the reader to look at the results and give some description for in-
teresting results
Acknowledge the problem in the results
Implication of the results and signal to move to-
wards the discussion
Homework 3-1
Find a paper related to your research subject and print out it. Read the Result of this paper and mark the model component (1, 2, 3, 4, or 5). Make a flow chart of this Result with a key concept. Please state this Result in terms of weak points, strong points, suggestions for improvement and grammatical errors.
Please distribute us your homework and present in the class your homework, us- ing the paper material (without beam project).
Each student has 10 minutes for presentation.
3.3 Writing Task: Build a Model - Building a model
- Key
- The model
- Testing the model
Unit 3. How to Write Results
3.4 Vocabulary for Results
3.4 Vocabulary for Results
- Revisiting the Research Aim/Existing Research - General Overview of Results
- Invitation to View Results - Specific/Key Results in Detail - Comparison with Other Results - Problem with Results
- Possible Implication of Results
3.4 Vocabulary for Results
- Revisiting the Research Aim/Existing Research - General Overview of Results
- Invitation to View Results - Specific/Key Results in Detail - Comparison with Other Results - Problem with Results
- Possible Implication of Results
3.4 Vocabulary for Results
- Revisiting the Research Aim/Existing Research - General Overview of Results
- Invitation to View Results - Specific/Key Results in Detail - Comparison with Other Results - Problem with Results
- Possible Implication of Results
3.4 Vocabulary for Results
- Revisiting the Research Aim/Existing Research - General Overview of Results
- Invitation to View Results - Specific/Key Results in Detail - Comparison with Other Results - Problem with Results
- Possible Implication of Results (1) Objective Descriptions
3.4 Vocabulary for Results
- Revisiting the Research Aim/Existing Research - General Overview of Results
- Invitation to View Results - Specific/Key Results in Detail - Comparison with Other Results - Problem with Results
- Possible Implication of Results (2) Subjective Descriptions
3.4 Vocabulary for Results
- Revisiting the Research Aim/Existing Research - General Overview of Results
- Invitation to View Results - Specific/Key Results in Detail - Comparison with Other Results - Problem with Results
- Possible Implication of Results
3.4 Vocabulary for Results
- Revisiting the Research Aim/Existing Research - General Overview of Results
- Invitation to View Results - Specific/Key Results in Detail - Comparison with Other Results - Problem with Results
- Possible Implication of Results
3.4 Vocabulary for Results
- Revisiting the Research Aim/Existing Research - General Overview of Results
- Invitation to View Results - Specific/Key Results in Detail - Comparison with Other Results - Problem with Results
- Possible Implication of Results
Homework 3-2
Write a Result on your research topic (for potential publication). Respect the model presented in this lecture and use the vocabularies and expressions learned so far. For citing, use EndNote.
Please submit to the teacher by hard-copy.
Each student individually has 10 minutes for correction with the teacher.
3.5 Writing a Results section - write a Results section
