1. Organization of Paper Summary or Abstract Introduction
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Organization of Paper
Summary or Abstract
Introduction
Materials and Methods
Results
Discussion
Acknowledgements
References
Figures and Tables

2. Reading Scientific Paper
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Reading Scientific Paper
Read summary or abstract first
Clarifies if the paper is appropriate
Refreshes memory
Helps the reader integrate the new information

3. HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Code Words
“Data not shown” – Not enough space, the authors have documented their competence to do the experiments properly (usually in previous papers)
“Unpublished data” – the data are not of publishable quality or that the work is part of a larger story that will one day be published.
“Preliminary data” – usually means that the experiment was done only once.

4. Difficulties in Reading a Paper
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Difficulties in Reading a Paper
One major problem is that many papers are poorly written.
Logical connections are often left out. (the experiment is simply described)
Papers are often cluttered with a great deal of jargon.
The authors often do not provide a clear road-map through the paper.
Side issues and fine points are given equal air time with the main logical thread
In better writing, these side issues are relegated to Figure legends or Materials and Methods or clearly identified as side issues, so as not to distract the reader.

5. Paper Chains Authors refer back to previous papers
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Paper Chains
Authors refer back to previous papers
These refer in turn to previous papers in a long chain.
The chain ends in a paper that describes several methods, and it is unclear which was used.
The chain ends in a journal with severe space limitations.

6. Authors are uncritical about their experiments.
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Authors are uncritical about their experiments.
They firmly believe a particular model, they may not be open-minded about other possibilities.
Authors do not clearly distinguish between fact and speculation.
Authors are ambitious and wish to publish in trendy journals
They overstate the importance of their findings, or put a speculation into the title.
such as "LexA is a repressor of the recA and lexA genes")

7. Evaluating a Paper a. What questions does the paper address?
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Evaluating a Paper
a. What questions does the paper address?
b. What are the main conclusions of the paper?
c. What evidence supports those conclusions?
d. Do the data actually support the conclusions?
e. What is the quality of the evidence?
f. Why are the conclusions important?

8. What Question does the Paper Paper Address
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
What Question does the Paper Paper Address
Introduction generally goes from the general to the specific, eventually framing a question or set of questions.
The results of experiments usually raise additional questions.

9. What are the main conclusions of the paper?
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
What are the main conclusions of the paper?
This question can often be answered in a preliminary way by studying the abstract of the paper.
The Results section
Three lines of evidence provide support for the conclusion that... First, ...Second,... etc

10. Do the data actually support the conclusions?
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Do the data actually support the conclusions?
LOOK FOR:
The logical connection between the data and the interpretation is not sound
There might be other interpretations that might be consistent with the data.
Does the authors take multiple approaches to answering a question?

11. What is the quality of that evidence?
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
What is the quality of that evidence?
First, you need to understand thoroughly the methods used in the experiments.
Second, you need to know the limitations of the methodology.
Third, you need to distinguish between what the data show and what the authors say they show.
Fourth, it is often helpful to look at the original journal (or its electronic counterpart) instead of a photocopy
Fifth, you should ask if the proper controls are present.

12. Why are the conclusions important?
HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h
Why are the conclusions important?
Do the conclusions make a significant advance in our knowledge?

13. HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h

14. HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h

15. HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h

16. HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h

17. HAMILTON HIGH SCHOOL
A C A D E M I C S
S t u d e n t R e s e a r c h