1. Writing Academic Papers In English Language Journals
The Results Section
Video Presentation Written and Presented
by Aj Roy Morien
of the Naresuan University Graduate School.

2. Focus The Stream of Ideas Through Your Paper Results Title Abstract
Keywords
Introduction
Materials and Methods
Focus
Results
Discussion
References
Acknowledgments
Conclusions

3. The Results Section
The function of the Results section is to objectively present your key results, without interpretation, in an orderly and logical sequence using both text and illustrative materials (Tables and Figures).
You do analyse your results, and explain to your reader what the results show. BUT The importance of the results, the way that you can use the results, the applicability of the results to society or to the Body of Knowledge, are all discussed in the Discussion Section.
The Results Section always begins with text, reporting the key results and referring to your figures and tables as you proceed.
Summaries of the statistical analyses may appear either in the text (usually parenthetically) or in the relevant Tables or Figures (in the legend or as footnotes to the Table or Figure).

4. The Results Section
The function of the Results section is to objectively present your key results, without interpretation, in an orderly and logical sequence using both text and illustrative materials (Tables and Figures).
You do analyse your results, and explain to your reader what the results show. BUT the importance of the results, the way that you can use the results, the applicability of the results to society or to the Body of Knowledge, are all discussed in the Discussion Section.
The Results Section always begins with text, reporting the key results and referring to your figures and tables as you proceed.
Summaries of the statistical analyses may appear either in the text (usually parenthetically) or in the relevant Tables or Figures (in the legend or as footnotes to the Table or Figure).

5. The Results Section
The function of the Results section is to objectively present your key results, without interpretation, in an orderly and logical sequence using both text and illustrative materials (Tables and Figures).
You do analyse your results, and explain to your reader what the results show. BUT The importance of the results, the way that you can use the results, the applicability of the results to society or to the Body of Knowledge, are all discussed in the Discussion Section.
The Results Section always begins with text, reporting the key results and referring to your figures and tables as you proceed.
Summaries of the statistical analyses may appear either in the text (usually parenthetically) or in the relevant Tables or Figures (in the legend or as footnotes to the Table or Figure).

6. The Results Section
The function of the Results section is to objectively present your key results, without interpretation, in an orderly and logical sequence using both text and illustrative materials (Tables and Figures).
You do analyse your results, and explain to your reader what the results show. BUT The importance of the results, the way that you can use the results, the applicability of the results to society or to the Body of Knowledge, are all discussed in the Discussion Section.
The Results Section always begins with text, reporting the key results and referring to your figures and tables as you proceed.
Summaries of the statistical analyses may appear either in the text (usually parenthetically) or in the relevant Tables or Figures (in the legend or as footnotes to the Table or Figure).

7. The Results Section
The Results section should be organized around Tables and/or Figures that should be sequenced to present your key findings in a logical order.
The text of the Results section should be crafted to follow this sequence and highlight the evidence needed to answer the questions/hypotheses you investigated.
Authors usually write the text of the results section based upon the sequence of Tables and Figures.

8. The Results Section
The Results section should be organized around Tables and/or Figures that should be sequenced to present your key findings in a logical order.
The text of the Results section should be crafted to follow this sequence and highlight the evidence needed to answer the questions/hypotheses you investigated.
Authors usually write the text of the results section based upon the sequence of Tables and Figures.

9. The Results Section
The Results section should be organized around Tables and/or Figures that should be sequenced to present your key findings in a logical order.
The text of the Results section should be crafted to follow this sequence and highlight the evidence needed to answer the questions/hypotheses you investigated.
Authors usually write the text of the results section based upon the sequence of Tables and Figures.

10. The Results Section
However, the label or caption of your figure or table is just that, a label. It is not the place to discuss your figure.
The label or caption is placed immediately above the figure or table.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations
if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts, OR
By a narrative or legend following the figure or table.

11. The Results Section
However, the label or caption of your figure or table is just that, a label. It is not the place to discuss your figure.
The label or caption is placed immediately above the figure or table.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations
if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts, OR
By a narrative or legend following the figure or table.

12. The Results Section
However, the label or caption of your figure or table is just that, a label. It is not the place to discuss your figure.
The label or caption is placed immediately above the figure or table.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations
if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts, OR
By a narrative or legend following the figure or table.

13. The Results Section
However, the label or caption of your figure or table is just that, a label. It is not the place to discuss your figure.
The label or caption is placed immediately above the figure or table.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations
if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts, OR
By a narrative or legend following the figure or table.

14. The Results Section
However, the label or caption of your figure or table is just that, a label. It is not the place to discuss your figure.
The label or caption is placed immediately above the figure or table.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations
if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts, OR
By a narrative or legend following the figure or table.

15. The Results Section
and remember that Microsoft Word allows you to construct a Table of Figures, or a Table of Tables, based on your captions.
As always, check the format required by the journal you will submit the paper to.

16. It is important to plan which results are important in answering the question and which can be left out.
You should include only results which are relevant to the question(s) posed in the introduction. (Remember … Scope … stick to the topic!)
You must not self-censor your results. You must objectively report your results, irrespective of whether or not the results support the hypothesis(es).
Failure to prove your hypotheses, or to have results that are negative and may indicate that you failed achieve a positive outcome, are valid research results, so must be reported together with favourable and positive results.

17. It is important to plan which results are important in answering the question and which can be left out.
You should include only results which are relevant to the question(s) posed in the introduction. (Remember … Scope … stick to the topic!)
You must not self-censor your results. You must objectively report your results, irrespective of whether or not the results support the hypothesis(es).
Failure to prove your hypotheses, or to have results that are negative and may indicate that you failed achieve a positive outcome, are valid research results, so must be reported together with favourable and positive results.

18. It is important to plan which results are important in answering the question and which can be left out.
You should include only results which are relevant to the question(s) posed in the introduction. (Remember … Scope … stick to the topic!)
You must not self-censor your results. You must objectively report your results, irrespective of whether or not the results support the hypothesis(es).
Failure to prove your hypotheses, or to have results that are negative and may indicate that you failed achieve a positive outcome, are valid research results, so must be reported together with favourable and positive results.

19. It is important to plan which results are important in answering the question and which can be left out.
You should include only results which are relevant to the question(s) posed in the introduction. (Remember … Scope … stick to the topic!)
You must not self-censor your results. You must objectively report your results, irrespective of whether or not the results support the hypothesis(es).
Failure to prove your hypotheses, or to have results that are negative and may indicate that you failed achieve a positive outcome, are valid research results, so must be reported together with favourable and positive results.

20. Unless the research was about the demographics of the sample population, information on the demographics, such as age, gender, education, should not be treated as Results, and should have been described in the Methods and Materials Section.
In referring to your results, avoid phrases like 'Table 1 shows the rate at which students fall asleep in class as a function of the time of day that class is taught." Rather, write: "Students fall asleep in class twice as frequently during evening than day classes (Table 1)."
This is a lesson in brevity. This means that you should use as few words as possible to present as much information as possible: This is the ‘western’ style of writing.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations--- if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts.

21. Unless the research was about the demographics of the sample population, information on the demographics, such as age, gender, education, should not be treated as Results, and should have been described in the Methods and Materials Section.
In referring to your results, avoid phrases like 'Table 1 shows the rate at which students fall asleep in class as a function of the time of day that class is taught." Rather, write: "Students fall asleep in class twice as frequently during evening than day classes (Table 1)."
This is a lesson in brevity. This means that you should use as few words as possible to present as much information as possible: This is the ‘western’ style of writing.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations--- if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts.

22. Unless the research was about the demographics of the sample population, information on the demographics, such as age, gender, education, should not be treated as Results, and should have been described in the Methods and Materials Section.
In referring to your results, avoid phrases like 'Table 1 shows the rate at which students fall asleep in class as a function of the time of day that class is taught." Rather, write: "Students fall asleep in class twice as frequently during evening than day classes (Table 1)."
This is a lesson in brevity. This means that you should use as few words as possible to present as much information as possible: This is the ‘western’ style of writing.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations--- if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts.

23. Unless the research was about the demographics of the sample population, information on the demographics, such as age, gender, education, should not be treated as Results, and should have been described in the Methods and Materials Section.
In referring to your results, avoid phrases like 'Table 1 shows the rate at which students fall asleep in class as a function of the time of day that class is taught." Rather, write: "Students fall asleep in class twice as frequently during evening than day classes (Table 1)."
This is a lesson in brevity. This means that you should use as few words as possible to present as much information as possible: This is the ‘western’ style of writing.
A caption must NOT include information about methods, how the data are expressed, or any abbreviations--- if needed, those are included as footnotes to the table, with each footnote keyed to a footnote reference in the table by sequential, lettered superscripts.

24. Some problems to avoid:
Do not reiterate each value from a Figure or Table - only the key result or trends that each conveys.
Do not present the same data in both a Table and Figure - this is considered redundant and a waste of space and energy. Decide which format best shows the result and go with it.
Do not report raw data values when they can be summarized as means, percentages, etc.
Use and over-use of the word "significant": Your results will read much more cleanly if you avoid overuse of the word significant in any of its forms.

25. Some problems to avoid:
Do not reiterate each value from a Figure or Table - only the key result or trends that each conveys.
Do not present the same data in both a Table and Figure - this is considered redundant and a waste of space and energy. Decide which format best shows the result and go with it.
Do not report raw data values when they can be summarized as means, percentages, etc.
Use and over-use of the word "significant": Your results will read much more cleanly if you avoid overuse of the word significant in any of its forms.

26. Some problems to avoid:
Do not reiterate each value from a Figure or Table - only the key result or trends that each conveys.
Do not present the same data in both a Table and Figure - this is considered redundant and a waste of space and energy. Decide which format best shows the result and go with it.
Do not report raw data values when they can be summarized as means, percentages, etc.
Use and over-use of the word "significant": Your results will read much more cleanly if you avoid overuse of the word significant in any of its forms.

27. Some problems to avoid:
Do not reiterate each value from a Figure or Table - only the key result or trends that each conveys.
Do not present the same data in both a Table and Figure - this is considered redundant and a waste of space and energy. Decide which format best shows the result and go with it.
Do not report raw data values when they can be summarized as means, percentages, etc.
Use and over-use of the word "significant": Your results will read much more cleanly if you avoid overuse of the word significant in any of its forms.

28. Some problems to avoid:
In scientific studies, the use of this word implies that a statistical test was employed to make a decision about the data; if, for example, the test indicated a larger difference in mean heights than you would expect to get by chance alone. Limit the use of the word "significant" to this purpose only.
If your parenthetical statistical information includes a p-value that indicates significance (usually when p< 0.05), it is unnecessary (and redundant) to use the word "significant" in the body of the sentence (see example above) because we all interpret the p-value the same way.
Likewise, when you report that one group mean is somehow different from another (larger, smaller, increased, decreased, etc), it will be understood by your reader that you have tested this and found the difference to be statistically significant, especially if you also report a p-value < 0.05.

29. Some problems to avoid:
In scientific studies, the use of this word implies that a statistical test was employed to make a decision about the data; if, for example, the test indicated a larger difference in mean heights than you would expect to get by chance alone. Limit the use of the word "significant" to this purpose only.
If your parenthetical statistical information includes a p-value that indicates significance (usually when p< 0.05), it is unnecessary (and redundant) to use the word "significant" in the body of the sentence (see example above) because we all interpret the p-value the same way.
Likewise, when you report that one group mean is somehow different from another (larger, smaller, increased, decreased, etc), it will be understood by your reader that you have tested this and found the difference to be statistically significant, especially if you also report a p-value < 0.05.

30. Some problems to avoid:
In scientific studies, the use of this word implies that a statistical test was employed to make a decision about the data; if, for example, the test indicated a larger difference in mean heights than you would expect to get by chance alone. Limit the use of the word "significant" to this purpose only.
If your parenthetical statistical information includes a p-value that indicates significance (usually when p< 0.05), it is unnecessary (and redundant) to use the word "significant" in the body of the sentence (see example above) because we all interpret the p-value the same way.
Likewise, when you report that one group mean is somehow different from another (larger, smaller, increased, decreased, etc), it will be understood by your reader that you have tested this and found the difference to be statistically significant, especially if you also report a p-value < 0.05.

31. Units of Measure
There are 2 systems of units of measure: Imperial, and Metric.
Imperial Measures of Volume are the fluid ounce (fl.oz.), pint (pt.), quart (qt.), and gallon (gal.), whereas the Metric Measures of Volume are millilitre (ml), litre (L or l) and kilolitre (kL or kl).
Two things need explanation here. First, spelling of litre, which is British, and is liter in American spelling. Second, some style guides recommend ‘L’ for litre, and others recommend ‘l’.
Units of Distance:
Imperial Units of Distance include inches (" or in.), feet (' or ft.), yards (yd.), and miles (ml.), with millimetres (mm.), centimetres (cm.), metres (m.) and kilometres (km.) being the metric measures.

32. Units of Weight
Imperial Measures of Weight are ounces (oz.), pounds (lb.), hundredweights (cwt.), and tons (t.), whereas the Metric Measures of Weight are grammes(g.), kilogrammes (kg.), tonnes (metric tons) (t.) and kilotonnes (kt.).
The Americans do not use Metric measures. Also, note again the spelling differences: gram/gramme, kilogram/kilogramme etc.
In American English, a ton is a unit of measurement equaling 2,000 pounds. In non-U.S. measurements, a ton equals 2,240 pounds. A tonne, also known as a metric ton, is a unit of mass equaling 1,000 kilograms.
This may or may not be important to you. However, I think you need to understand that there is this difference, and perhaps you need to specify metric tons, where appropriate.

33. Showing values:
Temperatures:
°C or °F … there should not be a space between the value and the degrees symbol. e.g. 35°C, not 35 °C.
(Note, to insert the 'degrees' symbol in Word, use <Alt> )
Similarly, with the % sign e.g. 75% not 75 %. Also, be careful when you use words to reference this. 75% is 75 percent, but referring to a value that is a percent, you refer to them as a percentage.
Lists of values:
Correct: 30°C, 40°C, 50°C and 60°C, not 30, 40, 50 and 60°C
Similarly with percentages: 25%, 30% or 50%, not 25,30 and 50%

34. Strive for clarity, the results should be short and sweet.
A final word on showing you results:
Again, Remember, you know and understand what the results were. You know what compared against what, and which comparisons were relevant, especially when you are comparing a number of variables against each other! SO
You must state your results in the simplest, most understandable way possible, to ensure that your reader also is able to know and understand what the results were.
Strive for clarity, the results should be short and sweet.

35. Writing Academic Papers In English Language Journals
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The Discussion Section