1. The Joy of Writing an article Jenny de Sonneville CiS 21 February 2012

2. Discuss in small groups  Which points did you find useful in “ The Joy of writing a paper?”  What are the differences between the articles which you write and the articles described in “The Joy of writing a paper?” One of the group will make notes on the main points in the discussion and report back.

3. Prof George Whitesands:  Do not do the research and then write the paper  USE THE WRITING TO MANAGE THE RESEARCH.

4. The authors  Who am I writing with / Who are my co- authors?  What are the implications?

5. What does the author of the article say is the most common reason for rejection of a paper?

6. There is a discrepancy between the three vital elements  Hypothesis or research question  Design of the study  Analysis

7. context rationale research question material and methods results implications Structure discussion

8. Planning  How do YOU plan?  What is your strategy?

9. Roadmap for writing a paper Select Journal Read instructions for Authors Time-schedule Make (sub)headings (temporary) Title Methods Results Discussion Introduction ReferencesAbstract Revise process Show to colleaguesPresent at meeting

10. Gaining focus  Choose where you want to publish?  Create the figures  Write the methods

11. The journal  Do you have a clear idea of which journal you are aiming for?  Before you submit your paper, read the Guide for Authors.  Make sure that the formatting, length, references, figures etc. all conform to the specific requirements of the journal to which you are submitting.

12. Some advice from Prof. Robert Houze University of Washington ‘Don’t write any words until you’ve selected your figures. Once you’ve selected your figures, write notes as if you are giving a lecture. Say to yourself: “The next slide shows: ….” Fill in the blank and go on to the next slide/figure. Write the notes as if you are talking to somebody who is interested in your work. Then convert the notes to paragraphs describing the figures.’

13. Figures and tables  Use tables and figures to organise large amounts of data  Figures and tables should be easy to understand without the reader having to refer to the text.  Results given in a table should not be described in full in the text.

14. Methods : Aim What is the aim of this section? To give an accurate and complete description of how the research was carried out.

15. Methods: what do you need to include?  Materials  Design  Methods of measurement  Analysis

16. Results: does this apply to your work?  Construct tables and figures first  Primary outcomes first, secondary outcomes later  Main findings must stand out  Present results in a logical manner  Do not repeat  Unexpected results last Presenting your results gives your reader the evidence. He can then become involved in the research process

17. Discussion: the essence of the paper  What elements should it contain?  What does Peter Sterk say in the article?  What about the articles which you write?

18. Matthew Peacock suggests using 2 or more of these moves:  Information move (giving background about theory /research aims /methodology)  Findings (with or without references to graphs or tables)  Expected or unexpected outcomes (comment on whether the result is expected or not)  Reference to previous research  Explanation (reasons for expected or unexpected results)  Claim [contribution to research (sometimes with recommendations for action)  Limitations  Recommendation (suggestions for future research). “Communicative moves in the discussion section of research articles.

19. Your discussion will relate back to your introduction.

20. Introduction  General background  Specific focus Statement of the problem  Aim of study  Hypothesis or research question  (What you found)

21. Read Prof. John Swales’s description of the moves in the Introduction. Page 29 and 30 of the workbook.

22. Exercise  Read the article  Analyse what the writer is doing first in the different paragraphs then in the sentences in the paragraphs.  Discuss in groups of three.