Writing a Research Report. Academicians conduct research to discover facts, truths, and explanations about the world. They write research reports to convey.

Writing a Research Writing a Research ReportReport

Writing a Research Writing a Research ReportReport

Writing a Research Report

• Academicians conduct research to discover facts, truths, and explanations about the world.

• They write research reports to convey theirs and others’ research findings.

Types of Research:

- Library research refers to gathering information that others have generated.

- Primary research refers to generating information through data collection, analysis, and reporting findings.


• A research report generally covers only one important topic of interest and conveys evidence and interpretations of evidence.

• Research reports are NOT creative writing, opinion pieces, poems, novels, letters, musings or memoirs.


• A research report about primary research generally takes a structure or form that seems difficult but is intended to help make reading it or using it for research quick and efficient.

A research report has the following components:

1.Abstract or Summary2.Introduction3.Review of Literature4.Methods5.Results6.Conclusions and Discussion7.References

Writing a Research Report2. Introduction– The introduction tells the reader:

• what the topic of the paper is in general terms,

• why the topic is important• what to expect in the paper.

– Introductions should:• funnel from general ideas to the

specific topic of the paper• justify the research that will be

presented later– Introductions are sometimes folded into

literature reviews

Stages of Introduction• From general to specificStage 1: General Information: Setting the stageStage 2: More specific statements already

studied by other researchers (Review Literatures)Stage 3: Establishing a Research Gap: Statement(s) that indicate the

need for more investigationStage 4: Objectives of the StudyStage 5: Significance of the Study

Stage 1: Setting the Stage

• Provide readers with background information

• Consists of generally accepted statement of the topic

• From the general information, gradually lead readers to the specific topic of your study

(

Stage 1: General Information: Setting the stage

Language Use and Convention

• Linking of Ideas - Transitions - Linking of old/new information

noun clause noun phrase

Plants obtain atmospheric CO2 required for Plants obtain atmospheric CO2 required for

photosynthesis by diffusion through open leaf stomatesphotosynthesis by diffusion through open leaf stomates



Old InformationOld Information New InformationNew Information

While this is taking placeWhile this is taking place

water in the leaf parenchyma tissues evaporates into the substomatal cavities and diffuses through the open stomates into the atmosphere

water in the leaf parenchyma tissues evaporates into the substomatal cavities and diffuses through the open stomates into the atmosphere

noun clausenoun clause





Old InformationOld Information New InformationNew Information

This processThis processcan create large water potential differences between the leaves and the soil surrounding the roots

can create large water potential differences between the leaves and the soil surrounding the roots

noun phrasenoun phrase

Generic Noun Phrase• Statements in the introduction

(setting the stage) are usually general in nature.

• Concepts or ideas mentioned often refer to entire classes of things.

For example: students’ English proficiency (not a particular student but referring to general population of students)

Countable Noun Countable Noun PhrasePhrase

Countable Noun Countable Noun PhrasePhrase

Omit article before the noun phrase

eg: alluvial diamond

production

speech production

code switching

Omit article before the noun phrase

eg: alluvial diamond

production

speech production

code switching

Uncountable Noun Uncountable Noun PhrasePhrase

Uncountable Noun Uncountable Noun PhrasePhrase

Add the plural marker –s and omitting any article

eg: Alluvial diamonds...Use the singular form: A

new diamond mine...(any new diamond mine)

Use the definite article ‘the’

eg: The hummingbird...(hummingbirds in general)

Add the plural marker –s and omitting any article

eg: Alluvial diamonds...Use the singular form: A

new diamond mine...(any new diamond mine)


eg: The hummingbird...(hummingbirds in general)

Specific Noun Phrase• Nouns that refer to particular,

individual members of a class rather than to the class as a whole.

Use the relative clause

“…which…”,“….that…”, etc.

Eg: The writing tasks which

were written by the students were

subjected to the SPSS analysis.

Pointing forward to specifying information

Pointing back to old information

Referring to assumed or shared information


(use the indefinite article‘a’ or ‘an’ when you

mention the idea for the first time.

Eg: New Mexico Solar Energy Institute is

developing a computerized diagnostic assistant

for solar domestic hot water systems.

The computer-implemented assistant …


Eg. In recent years the growth of desert areas has been

accelerating in the world.

When to use the specific noun phrase in English?

Stage 3: Establishing a Research Gap: Statement(s) that indicate the need for

more investigation

• Signal to the reader that the literature is completed

• Point to the gap of research (missing information)

Suggestions for Stage 3

• Indicate inadequacy of previous research – certain area has been ignored.

eg: Many demographic factors affect

food-buying decisions, including age, education, income, and experience. However, student wives are a specialized population group about which little is known.

• Indicate that there is an unresolved conflict among the authors of previous studies concerning the research topic (may be theoretical or methodological disagreement)

eg: Researchers on second language acquisition (Ellis, 2005, Bastion, 2003, Dave, 1999) are still debating the effectiveness of noticing technique in the uptake of language use in classroom instruction. Le (2009) in her study showed that there was uptake of language features among her subjects. While Le’s (2009) subjects were postgraduate students, the effectiveness of noticing technique in the learning of second language grammatical features among undergraduates is still yet to be determined.

• Indicate that an examination of the previous literature suggests an extension of the topic, or raises a new research question not previously considered by other workers in your field.

eg: John’s (2010) study on the writing weaknesses of L2 undergraduate students recommended that to further comprehend the use of metadiscourse among weak students, the use of evidential needs to be further established. As a result, ….

Signal Words• Contrastive subordinating

conjunction However… But.. Although… While…

Stage IV: Statement of Purpose• General Objective (GO)• Specific Objectives (SO) John’s (2010) study on the writing

weaknesses of L2 undergraduate students recommended that to further comprehend the use of metadiscourse among weak students, the use of evidential needs to be further established. As a result, this study intends to investigate the use of evidentials by an intact group of weak ESL undergraduate students. (GO) To realize this objective, this paper will first tabulate the frequency and forms of use of evidentials in the essays of the weak ESL undergraduates. Secondly, their correct use and misuse of forms of evidentials will be compared and contrasted. (S0)

Research Questions

• What research questions can you formulate based on the objectives given?


3. Review of LiteratureThe literature review tells the reader what other researchers have discovered about the paper’s topic or tells the reader about other research that is relevant to the topic. Often what students call a “research paper” is merely a literature review.

– A literature review should shape the way readers think about a topic—it educates readers about what the community of scholars says about a topic and its surrounding issues.

– Along the way it states facts and ideas about the social world and supports those facts and ideas with evidence for from where they came (empiricism).

3. Review of Literature

– Literature reviews have parenthetical citations running throughout. These are part of a systematic way to document where facts and ideas came from, allowing the skeptical reader to look up anything that is questionable.

– Parenthetical citation is our way of substantiating the claims in our paper, without breaking our flow.

– Each citation directs the reader to the references where complete details on sources can be found. Therefore, information such as authors’ first names or titles of works do not need to be written into the text.

3.Review of Literature– Citations consist of authors’ last names and the

year of publication. One finds complete information on sources by looking up last names and dates in alphabetized references—so there’s no need to put all that information in the text.

– We have conventions that allow the reader to figure out from where information is coming . Here are some examples of the conventions for citing in text of the literature review:Just pointing out where info came from:• Form: blah blah (Author Year) • Example: … the gays are different (Lee

2004).– More than one article in the same year:

• Form: blah blah (Author Yeara) and also blah blah (Author yearb)

• Example: …are different (Lee 2004a), but are more pickled (Lee 2004b)

3.Review of Literature

– We have conventions that allow the reader to figure out from where information is coming . Here are some examples of the conventions for citing in text of the literature review:

Where a researcher is quoted:• Form: blah, “Quote quote” (Author Year: Pages) • Example: reveals that “the gays are different.”

(Lee 2004: 340).

More than one source:• Form: blah blah (Author Year; Author Year) • Example: …bi’s are more adept (Lee 2004;

Seymour & Hewitt 1997).

3.Review of Literature

Using the author’s name in a sentence:• Form: Author (Year) says that… • Example: Lee (2004) claims that girls will

rule the world…

Quoting a person and using their name:• Form: Author (Year: Pages) says, “Quote

quote…” • Example: Lee (2004: 341) says, “Girls are

more likely to rule the world…”

Look at the handout, how many types of citation does the article have?

Writing a Research ReportAvoiding Plagiarism in your writing• What is it?

– Among other things, plagiarism refers to taking others’ work and representing it as if it were your own.

– In academics this is bad because with plagiarism:• One cannot assess students’

development accurately• The person who makes his or her

livelihood by scholarly pursuit is being robbed of credit

• It masks the lineage of ideas and facts.


Finally…Avoiding PlagiarismLineage of Ideas:

– Original sources of research are all the proof we have for some facts. Without the “paper trail” of academic thought:• People could pass incorrect ideas off as

facts• We would have to keep “re-proving”

things. • The contexts that generated facts and

ideas get lost.• Research becomes highly inefficient as

it becomes incredibly difficult to find “full information” on a topic.

To avoid plagiarism:

1. Document every source for information that is not “general knowledge”—this includes facts and ideas.

2. Cite every time a fact or idea is used unless it is clear that one citation is referring to a group of facts or ideas.

3. If you quote material, put quotation marks around the quoted stuff and include a page number within the citation.

4. It is alright to paraphrase material, but you still have to cite from where the paraphrased material came.

5. When in doubt, cite the source.

Exercise

• Online exercise on plagiarism

• www4.caes.hku.hk/plagiarism/links-exercises.htm

Summarising and Summarising and ParaphrasingParaphrasing

Summarising and Summarising and ParaphrasingParaphrasing

• Summarizing and paraphrasing - skills that require students to reprocess information and express it in their own words

• enhance student comprehension because they require active reading and listening

• lead to long-term mastery of information as students go beyond simply understanding to being able to express that understanding

Summary• an overview in your own words of

the most important information from your reading

• A summary is always shorter than the original material.

Paraphrasing• is also written in your own words,

but it is a restatement of the original information and is therefore as long (or longer) than the original material.

Paraphrasing includes:

• Replacing difficult vocabulary words or phrases with words that you understands

• Rewriting lengthy or complex sentences into simpler sentences, or combining simple sentences into more interesting, complex sentences

• Explaining concepts and abstract ideas from sentences or passages using more clear and concise wording

• Translating ideas and information into your own words

Common Problems with Paraphrasing

• underlying language-processing skills: semantic (word), syntactic (sentence), and discourse (paragraph) levels - minimize the ability to “play” with words.

• Limited vocabulary and ability to construct complex sentences make it difficult for students to come up with a “different way of saying things” in their own words

Distinction between Summary and Paraphrase• summary is based primarily on

main ideas, while a paraphrase includes details.

How to Write a Summary

1. Read the material and distinguish the main ideas from the details.

2. List the main ideas in phrase form.

3. Group the main ideas into logical categories — the order in which you read the main ideas is not always the best order for writing a summary.

4. Turn the main ideas into sentences and combine them into a paragraph using transitional words. Include a topic sentence.

5. Proofread a first draft for punctuation, spelling, and unity.

6. Make a final copy with neat handwriting.

• Summarizing requires the application of good, basic writing techniques.

• Begin paragraphs with topic sentences and to write in complete sentences. • Transitional words are useful for

connecting ideas in a summary Examples: also, and, in addition,

furthermore, in contrast, on the contrary, etc.

Important!• When summarising or

paraphrasing from several sources, remember to state your personal opinion/conclusion at the beginning or at the end of the paragraph.

Example of a SummaryRead Lee, J.F.K. and Collins, P. (2008). Gender Voices in Hong Kong English Textbooks –Some Past and Current Practices (p.128).In recent years the Hong Kong government has undertaken a number of initiatives based on gender equity principles. A Sex Discrimination…stipulation in their own ways.

Getting the Main Ideas: in point forms

• Hong Kong government – undertake initiatives – gender equity principles

• Laws, public education, regulation on textbook publication

• No formal code of practice – publishers

• Own interpretation

Use Reporting Verbs• Use reporting verbs and phrases (eg;

The author describes…, Smith (2005) argues that …., Le (2006) opines that…, Selinger (2010) and Cross (2009) investigate…, etc.)

• Remember your Subject-verb agreement

Summary Text• Lee and Collins (2008) reveal that the Hong

Kong government has taken (undertake) several actions (initiatives) to overcome the problem on gender inequality in recent years.(TS) Besides passing the Sexual Discrimination Ordinance, the public has also been made aware (raise public awareness) on the issues pertaining to gender typecasting (gender stereotyping). Furthermore, regulations (guiding principles) on gender equality have been put in place for the publication of school textbooks. However, the rules (formal code of practice) have not been formally enforced and they are being interpreted differently by different publishers. This, in my opinion, would definitely jeopardize the government effort to eradicate gender inequality. (personal opinion/judgment)

Paraphrasing Tips for Successful Paraphrasing

1. Know how to choose and use a dictionary and a thesaurus:Choose editions which are appropriate to your reading level

and which have font styles and sizes that are easy to read.

2. Understand the context of what you are paraphrasing: Read the whole sentence or several sentences of the passage to have at least a general understanding of the context in which words are being used. Make sure that the synonyms you use in your paraphrased version do not change the meaning of the passage.

3. Use “semantic” paraphrasing: Use a thesaurus and/or your own

• knowledge to replace words in the passage with accurate synonyms.

• Be sure to check the part of speech of the word you are replacing.• How a synonym is used can change the meaning of the word or sentence.

4. Use “syntactic” paraphrasing: In addition to replacing key

• words, change the structure of the original sentences by either

• inverting the order of sentence parts, breaking them into• shorter sentences, or combining simple sentences into

compound• and complex sentences.

5. Rewrite the paraphrased version: Combine the various changes

noted above and rewrite the passage in your own words.

Paraphrasing – A sample

Read Lee, J.F.K. and Collins, P. (2008). Gender Voices in Hong Kong English Textbooks –Some Past and Current Practices (p.128).In recent years the Hong Kong government has undertaken a number of initiatives based on gender equity principles. A Sex Discrimination…stipulation in their own ways.

A Paraphrased Text- A Sample

• Lee and Collins (2008) reported that the Hong Kong government, in recent years, has taken concrete steps to address the gender inequality issues. The first was the sanction of the Sex Discrimination Act in 1995. The act disallows discrimination against gender and grants the setting up of an Equal Opportunities Commission. Since its inception in 1996, the Commission has worked towards the eradication of discrimination, and at the same time, provided equal opportunities for both sexes. A Women’s commission has also been set up to uphold the women’s welfare in Hong Kong in 2001, and the commission plays a crucial advisory role to the government in the formation of policy that touches on women’s concerns.

A Paraphrased Text-Cont

• Furthermore, promotional campaigns on gender-related problems and gender typecasting have been carried out with the aim of heightening the awareness among the members of the public. The Curriculum Development Council Ad Hoc Committee on Textbook Quality (2003) also instructed that the contents and visuals in a textbook should not have any element of discrimination not only against gender but also on other sensitive aspects such as age, race, religion, culture and disability. However, the regulation is not formally enforced in textbook production and so, different publishers have been interpreting the rule in their own ways. This is unfortunate as it may hamper the government’s effort to overcome gender inequality in society.

Exercise 1• Read p.128 of Lee and Collins (2008) The status of women in Hong Kong has

improved in the last two decades….remaining workforce after marriage.

. Summarise and then paraphrase the text. Do not forget to use reporting verb and to provide your personal opinion.

Exercise 2• Read p.129 of Lee and Collins (2008)OmissionA number of studies…in their

presentation in illustrations.Summarise and then paraphrase the text.

Do not forget to use reporting verb and to provide your personal opinion.

Answers to Exercise 1Summary

In the past twenty years, the position of Hong Kong women has improved because of the influence of the Western Feminist group, and the overall improvement in education and economics. This augers well for the well-being of women in Hong Kong.

Answers to Exercise 1 Paraphrase

• In the past twenty years, the position of the Hong Kong women has improved. The probable reasons are the emergence of the Western feminist movement and the positive development in the fields of education and economics. This is evident in the female student enrolment in schools. In 2001, the attendance rate of female students in the 12-18 age group was much higher than their male counterparts.


• In addition, the female population was more than half of the male population (51.6%) in the universities. This showed that both female and male students enjoy equal opportunities in education. In 2002, the Census and Statistics Department reported that the female work force of aged 25-34 increased to 76.9% in 2001 from 66.8% in 1991.


• For those aged 35-44, the increase was to 61.1% in 2001 from 55.5% in 1991 and those aged 45-54, the percentage increased from 48.4% in 1991 to 53.7% in 2001. Besides equal education for both sexes, another possibility could be that more women now are staying on in the workforce even though they are married. Such positive change in the position of women in Hong Kong would definitely benefit not only the women themselves but also the country.

Answers to Exercise 2Summary

• Several studies have shown that the representation of male in textbooks was more dominant than their female counterparts. This relegates the position of women and unreservedly illustrates that women are less important than men.


• Several studies have indicated that there is a discrepancy in the representation of females as compared to males in textbooks. Females are less represented and this demonstrates that women are less important than males. This is evident in the study of Helingger (1980) on sexism in English language textbooks used in German schools. The study found that only 30% of the text had female representation as compared to 93% for males. In addition, Porreca (1984) study on American ESL textbooks discovered an uneven ratio of male-female representation in their illustrations. The ratio was 1: 1.77.

Getting To Know A Research Article

• Read the article “Why am I paraphrasing?”: Undergraduate ESL writers’ engagement with source-based academic writing and reading” by Alan Hirvela and Qian Du (henceforth refers as ‘Article 1’) and then answer the following questions.

• a) When was the article published?• b) Name the journal in which the article was

published.• c) What is the name of the publishing

company?• d) What does the asterisk after Alan Hirvela’s

name mean?

• e) There is a list of keywords at the side of the abstract. Why is it important to have keywords in an article?

• f) How many macro sections can you find in the article? List them.

• g)In which section do you find the research questions? List them.

• h) What are the objectives of the study? What are the verbs used for stating the objectives?

• i) What method is used in the study? Quantitative, qualitative or mixed methods?

The End

Writing a Research Report. Academicians conduct research to discover facts, truths, and explanations about the world. They write research reports to convey.

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