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Today’s Agenda

Today’s Agenda. Review Library Session What new resources did you find? Discussions and Conclusions Activity: Evaluate a student paper from the UH Writing Center Language Focus

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Today’s Agenda

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  1. Today’s Agenda • Review Library Session • What new resources did you find? • Discussions and Conclusions • Activity: Evaluate a student paper from the UH Writing Center • Language Focus • Activity: Use today’s lesson to write some Discussion “points” about your own research, OR about today’s student paper

  2. Discussions and Conclusions ELI 83 University of Hawaii Aurora Tsai

  3. Today’s Goals • To notice the important “points” written in the “Discussion” and “Conclusion” sections of a research paper • To learn some common expressions and phrases used in discussions and conclusions and integrate them into our own writing

  4. What are important “points” to address in a Discussionor Conclusion? • e.g., • Answer the research questions • Summarize the main results

  5. 3 Moves in the Discussion Section • Move 1: Summarize the most important findings and give explanations for why you think you obtained these results (and interpretation) • Common in all disciplines • Tends to be longest part of the discussion • May refer back to the introduction (theories, framework) • Move 2: Indicate the limitations of your study. • optional, but common • Move 3: Identify possibilities for further research • optional, common in some disciplines but not others Swales and Feak, page 270

  6. Conclusions How do they differ from Discussions? • There may not be a difference, depending on academic field/discipline • They are often optional (^^) • When researchers have a large amount of “points” to make in the Discussion, they may write a separate Conclusion • Establishes the overall message they want to convey with the study by highlighting the most important “points” • For the reader, not the writer! • However, content often overlaps . . .

  7. Discussion and Conclusion “Points” • What were the answers to the research questions and what do the answers indicate? • Discussion section • What are the implications of the results, and how do they relate to the field as a whole? • Discussion or Conclusions section • Which conclusions follow directly from the results and which ones are more speculative? • Discussion or Conclusions section • What questions arose in the course of doing the study that might be useful for future research? • Discussion or Conclusions section • Brown, J.D. 1991. Statistics in a Foreign Language—Part I: What to look for in reading statistical language studies. Tesol Quarterly 25(4), 569-586.

  8. Activity:Let’s evaluate a student paper • What “moves” or “points” are made in the student’s paper? • What improvements can be made?

  9. Language Focus: Opening Phrases for Discussion Points • Restate/Summarizing sentences • “This study examined how . . ." • “A major goal of this experiment was to assess . . .[research question]” • “Experiment 1 demonstrated that . . .” • Answering Research Questions or Hypotheses • “Consistent with our predictions, . . .” • “The research hypotheses from this study were [confirmed/remain unconfirmed] in the . . . analysis” • “While it was true that . . ., this was not true for . . .”

  10. Opening Phrases • Interpretive Statements • “The finding that . . . suggests that . . .” • “This study has shown that . . .” • Connecting to theories, framework • “These {results} are consistent with the view that . . .” • “These findings confirm earlier studies from . . . “ • Future research • “One key question that remains is whether . . .” • “Future research should examine

  11. Activity 2:1.) Let’s revise the student paper by inserting our own “points” into the discussion/conclusion2.) Use the skeletal phrases we talked about OR think of your own way to add to the paper.

  12. Questions?

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