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Education Standards

Radford university.

Learning Domain: Social Work

Standard: Basic Research Methodology

Lesson 10: Sampling in Qualitative Research

Lesson 11: qualitative measurement & rigor, lesson 12: qualitative design & data gathering, lesson 1: introduction to research, lesson 2: getting started with your research project, lesson 3: critical information literacy, lesson 4: paradigm, theory, and causality, lesson 5: research questions, lesson 6: ethics, lesson 7: measurement in quantitative research, lesson 8: sampling in quantitative research, lesson 9: quantitative research designs, powerpoint slides: sowk 621.01: research i: basic research methodology.

The twelve lessons for SOWK 621.01: Research I: Basic Research Methodology as previously taught by Dr. Matthew DeCarlo at Radford University. Dr. DeCarlo and his team developed a complete package of materials that includes a textbook, ancillary materials, and a student workbook as part of a VIVA Open Course Grant.

The PowerPoint slides associated with the twelve lessons of the course, SOWK 621.01: Research I: Basic Research Methodology, as previously taught by Dr. Matthew DeCarlo at Radford University. 

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Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Definition:

Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.

The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.

Components of Research Report

Components of Research Report are as follows:

Introduction

The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.

Literature Review

The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.

Methodology

The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.

The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.

The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.

The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.

The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.

The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.

Types of Research Report

Types of Research Report are as follows:

Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.

Research Paper

Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.

Technical Report

A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.

Progress Report

A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.

Feasibility Report

A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.

Field Report

A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.

Experimental Report

An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.

Case Study Report

A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.

Literature Review Report

A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.

Research Report Example

Following is a Research Report Example sample for Students:

Title: The Impact of Social Media on Academic Performance among High School Students

This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.

Introduction:

Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).

Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.

Methodology:

The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.

The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.

The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.

Discussion:

The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.

Conclusion:

In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.

Limitations:

One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.

Implications:

The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.

References:

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
• Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Journal of the Research Center for Educational Technology, 8(1), 1-19.
• Pantic, I. (2014). Online social networking and mental health. Cyberpsychology, Behavior, and Social Networking, 17(10), 652-657.
• Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.

Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.

Applications of Research Report

Research reports have many applications, including:

• Communicating research findings: The primary application of a research report is to communicate the results of a study to other researchers, stakeholders, or the general public. The report serves as a way to share new knowledge, insights, and discoveries with others in the field.
• Informing policy and practice : Research reports can inform policy and practice by providing evidence-based recommendations for decision-makers. For example, a research report on the effectiveness of a new drug could inform regulatory agencies in their decision-making process.
• Supporting further research: Research reports can provide a foundation for further research in a particular area. Other researchers may use the findings and methodology of a report to develop new research questions or to build on existing research.
• Evaluating programs and interventions : Research reports can be used to evaluate the effectiveness of programs and interventions in achieving their intended outcomes. For example, a research report on a new educational program could provide evidence of its impact on student performance.
• Demonstrating impact : Research reports can be used to demonstrate the impact of research funding or to evaluate the success of research projects. By presenting the findings and outcomes of a study, research reports can show the value of research to funders and stakeholders.
• Enhancing professional development : Research reports can be used to enhance professional development by providing a source of information and learning for researchers and practitioners in a particular field. For example, a research report on a new teaching methodology could provide insights and ideas for educators to incorporate into their own practice.

How to write Research Report

Here are some steps you can follow to write a research report:

• Identify the research question: The first step in writing a research report is to identify your research question. This will help you focus your research and organize your findings.
• Conduct research : Once you have identified your research question, you will need to conduct research to gather relevant data and information. This can involve conducting experiments, reviewing literature, or analyzing data.
• Organize your findings: Once you have gathered all of your data, you will need to organize your findings in a way that is clear and understandable. This can involve creating tables, graphs, or charts to illustrate your results.
• Write the report: Once you have organized your findings, you can begin writing the report. Start with an introduction that provides background information and explains the purpose of your research. Next, provide a detailed description of your research methods and findings. Finally, summarize your results and draw conclusions based on your findings.
• Proofread and edit: After you have written your report, be sure to proofread and edit it carefully. Check for grammar and spelling errors, and make sure that your report is well-organized and easy to read.
• Include a reference list: Be sure to include a list of references that you used in your research. This will give credit to your sources and allow readers to further explore the topic if they choose.
• Format your report: Finally, format your report according to the guidelines provided by your instructor or organization. This may include formatting requirements for headings, margins, fonts, and spacing.

Purpose of Research Report

The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.

Some common purposes of a research report include:

• Sharing knowledge: A research report allows researchers to share their findings and knowledge with others in their field. This helps to advance the field and improve the understanding of a particular topic.
• Identifying trends: A research report can identify trends and patterns in data, which can help guide future research and inform decision-making.
• Addressing problems: A research report can provide insights into problems or issues and suggest solutions or recommendations for addressing them.
• Evaluating programs or interventions : A research report can evaluate the effectiveness of programs or interventions, which can inform decision-making about whether to continue, modify, or discontinue them.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies.

When to Write Research Report

A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.

In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.

In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.

Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.

Characteristics of Research Report

There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:

• Objective: A research report should be written in an objective and unbiased manner. It should present the facts and findings of the research study without any personal opinions or biases.
• Systematic: A research report should be written in a systematic manner. It should follow a clear and logical structure, and the information should be presented in a way that is easy to understand and follow.
• Detailed: A research report should be detailed and comprehensive. It should provide a thorough description of the research methods, results, and conclusions.
• Accurate : A research report should be accurate and based on sound research methods. The findings and conclusions should be supported by data and evidence.
• Organized: A research report should be well-organized. It should include headings and subheadings to help the reader navigate the report and understand the main points.
• Clear and concise: A research report should be written in clear and concise language. The information should be presented in a way that is easy to understand, and unnecessary jargon should be avoided.
• Citations and references: A research report should include citations and references to support the findings and conclusions. This helps to give credit to other researchers and to provide readers with the opportunity to further explore the topic.

Advantages of Research Report

Research reports have several advantages, including:

• Communicating research findings: Research reports allow researchers to communicate their findings to a wider audience, including other researchers, stakeholders, and the general public. This helps to disseminate knowledge and advance the understanding of a particular topic.
• Providing evidence for decision-making : Research reports can provide evidence to inform decision-making, such as in the case of policy-making, program planning, or product development. The findings and conclusions can help guide decisions and improve outcomes.
• Supporting further research: Research reports can provide a foundation for further research on a particular topic. Other researchers can build on the findings and conclusions of the report, which can lead to further discoveries and advancements in the field.
• Demonstrating expertise: Research reports can demonstrate the expertise of the researchers and their ability to conduct rigorous and high-quality research. This can be important for securing funding, promotions, and other professional opportunities.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies. Producing a high-quality research report can help ensure compliance with these requirements.

Limitations of Research Report

Despite their advantages, research reports also have some limitations, including:

• Time-consuming: Conducting research and writing a report can be a time-consuming process, particularly for large-scale studies. This can limit the frequency and speed of producing research reports.
• Expensive: Conducting research and producing a report can be expensive, particularly for studies that require specialized equipment, personnel, or data. This can limit the scope and feasibility of some research studies.
• Limited generalizability: Research studies often focus on a specific population or context, which can limit the generalizability of the findings to other populations or contexts.
• Potential bias : Researchers may have biases or conflicts of interest that can influence the findings and conclusions of the research study. Additionally, participants may also have biases or may not be representative of the larger population, which can limit the validity and reliability of the findings.
• Accessibility: Research reports may be written in technical or academic language, which can limit their accessibility to a wider audience. Additionally, some research may be behind paywalls or require specialized access, which can limit the ability of others to read and use the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Research Methodology: Academic Writing

Sep 13, 2014

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Research Methodology: Academic Writing. Íde O’Sullivan, Lawrence Cleary Regional Writing Centre [email protected]. Freewriting/ Writing to prompts. Strategies that might help boost my academic writing skills……… Keep writing non-stop for 5 minutes. Write in sentences.

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Presentation Transcript

Research Methodology:Academic Writing Íde O’Sullivan, Lawrence Cleary Regional Writing Centre [email protected]

Freewriting/Writing to prompts • Strategies that might help boost my academic writing skills……… • Keep writing non-stop for 5 minutes. • Write in sentences. • Do not edit or censor your writing. • Discuss what you have written in pairs.

Workshop outline • Workplan • Presentation • Structure • Overall structure • Paragraph structure • Sentence structure • Academic writing style • Strategies to develop writing

Key stages in the process • Planning • Drafting • Revision • Editing and Proofreading

The rhetorical situation Occasion Topic Audience Purpose Writer

Organising principles Thesis Questions Hypothesis

Organising principles Unity Coherence Cohesion

Key tasks for academic writers Participating in academic conversations Developing and advancing balanced arguments Exploring your personal writing process Developing strategies that work for you

Workplan • Understanding the assignment • Formulating the question/hypothesis • Brainstorming (mind-mapping) • Research (note-taking) • Planning and organising your research • Structuring your research • Developing and sustaining your argument • Drafting and redrafting your work • Editing and proofreading your work

Presentation and layout • Font • Margins • Line spacing • Pagination • Headings • Numbering systems • Table of contents

Presentation and layout A major report or thesis is generally divided into three parts.

Structuring the main text • Introduction • Chapters / Sections that inform the reader of the context for the arguments posed, explain the methods of inquiry and the procedure used to gather data or evidence, present the findings, discuss the findings, draw conclusions from the findings, and develop the argument. • Conclusions and Recommendations

Structuring the main text • Chapter 1- Introduction • Chapter 2 - Background and literature review • Chapter 3 – Research design and methodology • Chapter 4 - Data analysis / results and discussion • Chapter 5 – Conclusion

Structuring the main text • Keep in mind the assignment question, any questions you need to answer in order to answer the assignment question, and the instruction word as you plan your essay/dissertation. • From beginning to end, the point of order is the initial question, claim or hypothesis. • Do not “write down all you know about…”

Structuring the main text • Organise the essay/dissertation so that the argument unfolds in a clearly stated, detailed, logical, linear progression and arrangement of ideas. • Introduction: present the thesis, hypothesis, or question that you will try to defend, prove or disprove, or answer. • Sections: to support the thesis • Conclusions

The introduction • In academic writing, an introduction, or opening, has four purposes: • To introduce the topic of the essay/dissertation • To indicate the context of the conversation through background information • To give some indication of the overall plan of the essay • To catch the reader’s attention, usually by convincing the reader of its relevance.

The introduction • The introductory paragraph is funnel-shaped: • It begins with broad statements. • The statements become more and more specific as the writer narrows the scope of the topic, until… • The topic is narrowed to a point that can be handled in an essay. This is your thesis statement.

The introduction • Introduction to area to be researched (context) • Research question/problem (objectives) • Rationale/relevance of the topic • Hypothesis/es • Brief outline of methodology (including statement on ethics) • Assumptions • Delimitations • Chapter outline (plan)

CARS model • Establishing a territory • Claiming centrality • Reviewing items of previous research • Establishing a niche • Counter-claiming • Identifying a gap • Question-raising • Occupying the niche • Outlining purpose Swales (1990:141)

Structuring the main text • Chapter 2 - Background and Literature Review • Introduction: What does Chapter 2 consist of? What is its unifying point of order? • Sections on each of the main areas of literature you will review • Definition of terms • Conclusion/s based on Chapter 2 • Aim: reveal the current state of knowledge/state of the art on a selected topic

Structuring the main text • Make sure • that the literature reviewed is relevant (do not “write down all you know about…”), and • that the discussion of the literature is not too long - there must be a balance between this section and the remaining sections.

Structuring the main text • Chapter 3 – Research design and methodology • Introduction: What does Chapter 3 consist of? • Research methodology • Data collection (steps you took, methodology) • Data analysis • Conclusions based on Chapter 3

Structuring the main text Make Sure… • that the methodology addresses both the procedure for the collection of your data and the one for your analysis. • that you section the analysis so that the argument unfolds in a clearly stated, detailed, logical progression. • that you view the data objectively. Don’t ignore data that disproves the hypothesis or claim.

Structuring the main text Chapter 4 - Data analysis / results and discussion • The results section must not only present the results; it must make the results meaningful for the reader. • The discussion should not simply provide more detail about the results; it should interpret and explain the results. • Methods of organising the results and discussion.

Discussion (Swales, 1990: 172/3) • Background information • Statement of results • (Un)expected results • Reference to previous research • Explanation • Exemplification • Deduction and hypothesis • Recommendation

Structuring the main text • Chapter 5 – Conclusion (Seminar 2) • To what extend have the aims of the study been achieved? • How has your primary and secondary research (Chapters 2 and 3) helped answer the research questions you had in Chapter 1? • Have your hypotheses been proved/disproved/partially proved?

Structuring the main text • Chapter 5 (continued…) • Discuss the Implications. • Did the study raise any further questions? • Any recommendations for future research?

Conclusion • A conclusion should: • Remind the reader of the main points of your argument • Bring ‘closure to the interpretation of the data’ (Leedy, 2001: 291) • Be clear • Be logical • Be credible

Conclusion • A good conclusion: • Demonstrates an awareness of the limitations • Discusses the implications of the findings • Offers suggestions for future developments – Remember: A summary alone of what you have done is a weak conclusion • Ends on a positive note – final sentence should be strong and positive

End matter The End Matter generally consists of: • a References page and/or a Bibliography, • Appendices, and • in some technical reports, a Glossary might be found at the end of this section.

Review The dissertation should not be a Magical Mystery Tour! • The dissertation hasa clear structure. • From beginning to end, the point of order is the initial question, claim or hypothesis. • Chapter and section headings announce the organisation with a logical, linear, progressive arrangement of ideas.

Review • At its simplest, the structure… • …contains an introductory chapter • …provides context (relevant theoretical, historical background) • …includes a study / analysis of its subject data (1 or 2 chapters) • …comes to a conclusion and, perhaps, recommends future research.

Paragraph structure • Essays are divided into paragraphs in a meaningful way. • What is a paragraph? • Series of sentences (related to each other in a meaningful way) • Coherent (introduction, middle, end) • Common theme • Every sentence in a paragraph develops one topic or idea, and each paragraph in an argumentative essay, likewise, develops the line of argument that supports the thesis statement.

Paragraph structure • Paragraphs signal the logically organised progression of ideas. • When organising paragraphs, the main idea in one paragraph should flow logically into the next. • The flow of information should be organised around themes and comments. • Shifts in the argument or changes in direction should be accurately signalled using appropriate adverbials, conjunctions, and prepositions.

Paragraph structure • Just as an essay is guided by a thesis statement, a paragraph is organised around its topic sentence. • A topic sentence informs the reader of the topic to be discussed. • A topic sentence contains controlling ideas which limit the scope of the discussion to ideas that are manageable in a paragraph.

Paragraph structure • ‘Gold, a precious metal, is prized for two important characteristics’ (Oshima and Hogue, 1999: 17). • The topic - What is it? • The controlling idea - What is it? • The method of development - What is it?

Paragraph structure: Supporting sentences • The sentences that follow expand upon the topic, using controlling ideas to limit the discussion. The main idea is supported by • Evidence in the form of facts, statistics, theoretical probabilities, reputable, educated opinions, • Illustrations in the form of examples and extended examples, and • Argumentation based on the evidence presented. • Qualifying statements indicate the limitations of the support or argument.

Paragraph structure: Concluding sentences • Concluding sentences can either comment on the information in the text, or • They can paraphrase the topic sentence, or • They can transition into the topic or aspect of the topic to be discussed in the paragraph that follows. • Not every paragraph needs a concluding sentence.

Paragraph structure:Unity • Paragraphs should be unified. • ‘Unitymeans that only one main idea is discussed in a paragraph. The main idea is stated in the topic sentence, and then each and every supporting sentence develops that idea’ (Oshima and Hogue, 1999: 18).

Paragraph structure: Coherence • Coherencemeans that your paragraph is easy to read and understand because • your supporting sentences are in some kind of logical order • your ideas are connected by the use of appropriate transition signals • your pronoun references clearly point to the intended antecedent and is consistent • you have repeated or substituted key nouns. (Oshima and Hogue, 2006: 22)

Cohesive devices • References • Backwards (pronouns, demonstratives , definite article) • Forwards (the following, as follows, subsequently) • Substitution (so, one, ones) • Ellipsis (the remainder, another part) • Conjunction (however, for example, furthermore, firstly) • Lexical cohesion (Repetition, Synonyms) • Anaphoric nouns (this problem, this situation, this view, this process)

Examples: Gillett (2005) • “Some of the water which falls as rain flows on the surface as streams. Another part is evaporated. The remainder sinks into the ground and is known as ground water.” • Ellipsis • “Genetics deals with how genes are passed on from parents to their offspring. A great deal is known about the mechanisms governing this process.” • Anaphoric nouns

Examples: Gillett (2005) • “This first example illustrates an impulsive overdose taken by a woman who had experienced a recent loss and had been unable to discuss her problems with her family. During the relatively short treatment, the therapist helped the patient to begin discussing her feelings with her family.” • Lexical cohesion

Paragraph structure: Transition signals • Transition signals do exactly what it says on the tin: they ‘signal’. They can signal relationships between sentences, just as they can signal relationships between paragraphs. • Example: ‘Finally,there have been numerous women altogether outside the profession, who were reformers dedicated to creating alternatives’ (Gillett, 2005: Online). • The signal indicates the final point in a series of points.

Example • “If people stopped drinking, they might be able to prevent liver cirrhosis. However, governments permit the production and sale of alcohol. So, the government should help in preventing this disease. Nevertheless, government resources are limited.” • University of Melbourne, Language and Learning Skills Unit: http://www.services.unimelb.edu.au/llsu/resources/esl/gram003.html

Paragraph structure Dos and Don’ts • Do not use pronouns to refer to an antecedent in the previous paragraph. • Lengthy paragraphs indicate a lack of structure. • Short paragraphs indicate a lack of detail or evidence to support the argument. • Do not end a paragraph with a quotation. • Use a variety of sentence patterns and lengths to give your paragraph a lively rhythm. • Signpost your paragraph organisation.

Sentence structure • Vary your rhythm by using a variety of sentence types and patterns. Use a combination of • Simple sentences • Compound sentences • Complex sentences • Compound-Complex sentences • Do not limit yourself to simple sentences or linking sentences using “and”/”but”.

Academic Writing Style

Stylistic differences that markacademic writing Complexity Formality Objectivity • Explicitness • Hedging • Responsibility

Persuasion and truth in academic writing • Because they are argumentative, academic writing tends to be persuasive. • An argument should be persuasive, but don’t sacrifice truth in favour of persuasion. • Academic inquiry is a truth-seeking pursuit. • facts are distinguished from opinions. • relative truths are distinguished from absolute truths. • The integrity of the conclusions reached in an academic essay or report is based on its honest pursuit of truth.

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