1. Intensive Course in Research Writing
Barbara Gastel, MD, MPH
Texas A&M University
Summer 2011

2. Intensive Course in Research Writing: Session 5 (1 July 2011)

3. Today Workshop: posters by class members
Workshop: revised drafts of methods section
Presentation: writing the discussion section
Presentation: preparing the acknowledgments
Workshop: draft of results section; ideas for discussion section

4. Workshop: Posters by Class Members

5. Workshop: Revised Drafts of Methods Sections
Discussion/demonstration in small groups: revisions made
Open discussion: main types of revisions made
Please submit your revised methods section.

6. A Few Teaching Points: Macro (based on initial review of methods sections)
Consider dividing or condensing sentences that are long (more than about 3 lines). Consider dividing long paragraphs.
Use past tense, not imperative or present tense, in the methods section. In general, use full sentences, not phrases.
Remember to cite references when mentioning others’ methods.
(A good idea: highlighting items that still need to be checked or changed)

7. A Few Teaching Points: Micro (based on initial review of methods sections)
Remember to define abbreviations.
Check capitalization.
Remember to include a space before an opening parenthesis.
In general, do not use ®.
Rarely use “respectively.”
In general, hyphenate compound modifiers (example: 4-year period).

8. Writing the Discussion

9. Discussion
One of the more difficult parts to write, because have more choice of what to say
Often should begin with a brief summary of the main findings
Should answer the question(s) stated in the introduction
Should put the findings in context

10. The Discussion: Some Possible Content
Strengths of the study
For example, superior methods, extensive data
Limitations of the study
For example: small sample size, short follow-up, incomplete data, possible sources of bias, problems with experimental procedures
Better to mention limitations than for peer reviewers and readers to think that you’re unaware of them
If the limitations seem unlikely to affect the conclusions, can explain why.

11. The Discussion: Possible Content (cont)
Relationship to findings of other research—for example:
Similarities to previous findings (your own, others’, or both)
Differences from previous findings
Possible reasons for similarities and differences

12. The Discussion: Possible Content (cont)
Applications and implications—for example:
Possible uses of the findings (in public policy, agriculture, medicine, industry, etc)
Relationship of the findings to theories or models:
Do the findings support them?
Do they refute them?
Do they suggest modifications?

13. The Discussion: Possible Content (cont)
Other research needed—for example:
To address questions still unanswered
To address new questions raised by the findings
Other

14. Discussion (cont)
Typically should move from specific to general (opposite of introduction)
In some journals, is followed by a conclusions section
In some journals, is combined with the results section
In some short papers, is called “Comment” rather than “Discussion”

15. The Discussion: A Suggestion
Look at the discussion sections of some papers in your target journal.
Notice items such as the following:
Length
Types of content
Organization
Phrases commonly used
Citation of references
Use these discussion sections as models.

16. Mini-Exercise on Discussions
Look at a set of instructions to authors that you obtained.
What, if anything, does it say about the discussion?
Look at the discussion section of the paper you are using as a model.
What types of content does it include?
How is it organized?
What are some phrases in it that might be useful in discussion sections that you write?

17. Acknowledgments Often optional
A place to thank people who helped with the work but did not make contributions deserving authorship
Permission should be obtained from people you wish to list
Sometimes the place where sources of financial support are stated

18. Mini-Exercise on Acknowledgments
Look at a set of instructions to authors that you obtained.
What, if anything, does it say about acknowledgments?
Look at the paper you are using as a model.
Does it contain acknowledgments?
If so, what is the content?
Also if so, what is some wording therein that you might be able to use?

19. Workshop: Draft of Results; Ideas for Discussion
Read your group members’ results sections fairly quickly, to get the general meaning.
Read each results section more carefully, and write comments on it.
Discuss each results section, noting strengths and then providing suggestions. Along with discussing each results section, discuss possible content of the discussion.
Give the commented-on results sections to the authors.

20. Homework for Tuesday Reading: Chapters 1, 2, 4,10, and 30 of textbook
Writing due:
Revised draft of results section
Draft of discussion section
Other: some relaxation (you’ve been working hard this week)

21. TGIF!