1. Writing Up Research
Experimental Research Report Writing for Students of English
Robert Weissberg and Suzanne Buker

2. INTRODUCTION—Five Stages
First Stage: General statements about a field of research to provide the reader with a setting for the problem to be reported
Second Stage: More specific statements about the aspects of the problem already studied by other researchers

3. Third Stage: Statements that indicate the need for more investigation
Fourth Stage: Very specific statements giving the purpose/objectives of the writer’s study
(Your thesis statement)
Fifth Stage: Optional statements that give a value or justification for carrying out the study

4. Stage 1: The Setting
Begin with accepted statements of fact related to your general area.
Within the general area, identify one subarea.
Indicate your topic in the subarea.

5. Strong Opening Statement: In recent years… have been of great interest for… The increasing interest in…has heightened the need for… Of particular interest and complexity are… The relationship between…has been investigated by many researchers.

6. The…has become a favorite topic for analysis… Knowledge of…has a great importance for… The study of…has become an important aspect of… A central issue in…is… The…has been extensively studied in recent years. Many investigators have recently turned to…

7. Many recent studies have focused on… Recently, there has been growing interest in… The possibility of…has generated wide interested in… The development of…has led to the hope that (Notice how many of them use the present perfect. These are often general statements without citations. )

8. Linking ideas through Old and New Information Order
To lead readers smoothly through the ideas in Stage 1, writers link sentences by making use of old and new information. This is done by placing old information—that is, information already known to the reader—at the beginning of sentences and placing new information at the end.

9. 1. From heat waves to storms to floods to fires to massive glacial melts, the global climate seems to be crashing around us. Scientists have been calling this shot for decades. If we continued pumping greenhouse gases into the atmosphere, this is precisely what they have been warning would happen.

10. 2. Improved: From heat waves to storms to floods to fires to massive glacial melts, the global climate seems to be crashing around us. Scientists have been calling this shot for decades. This is precisely what they have been warning would happen If we continued pumping greenhouse gases into the atmosphere.

11. From heat waves to storms to floods to fires to massive glacial melts, the global climate seems to be crashing around us. Scientists have been calling this shot for decades.
New Old If we continued this is precisely what they pumping greenhouse have been warning gases into the would happen. atmosphere

12. This is precisely if we continued pumping
Improved: From heat waves to storms to floods to fires to massive glacial melts, the global climate seems to be crashing around us. Scientists have been calling this shot for decades.
Old New
This is precisely if we continued pumping
what they have greenhouse gases into
been warning the atmosphere.
would happen

13. Carbon dioxide represents just a few hundred parts per million in the overall air blanket, but they are powerful parts, because they allow sunlight to stream in but prevent much of the heat from radiating back out. During the last ice age, Earth was put into deep freeze because the atmosphere’s carbon dioxide concentration was just 180 ppm.

14. Improved: Carbon dioxide represents just a few hundred parts per million in the overall air blanket, but they are powerful parts, because they allow sunlight to stream in but prevent much of the heat from radiating back out. During the last ice age, the atmosphere’s carbon dioxide concentration was just 180 ppm, putting Earth into deep freeze.

15. Relatively high polymer content formulation have also been used to produce bistable reflective PSCT display. new old Flexible devices of large because the polymer area can be fabricated concentration is high enough to provide a self-adhering and self-sustaining structure.

16. Improved: Relatively high polymer content formulation have also been used to produce bistable reflective PSCT display. old new Since the polymer to provide a self-adhering concentration is high and self-sustaning structure, enough flexible devices of large area can be fabricated.

17. In recent years, cholesteric crystal materials have been of great interest for reflective display applications. These materials have been utilized to prepare displays which have two stable states at zero field: a selectively reflective planar state and a weakly scattering focal conical state. The first bistable, polymer stabilized cholesteric texture devices involved a low concentration of photocurable monomers dispersed in the cholesteric liquid crystal mixture.

18. Relatively high polymer content formulations have also been used to produce bistable reflective PSCT displays. These formulations have some potential advantages over the low, or no, polymer content formulations.

19. However, the high polymer content formulations produce dense polymer networks that result in significant light scattering in the focal conic state. Light scattering reduces the color purity and brightness of reflected light in the planar state, and consequently, the contrast of a display.

20. While this is water in the leaf parenchyma
OLD/NEW INFORMATION ORDER Plants obtain atmospheric carbon dioxide required for photosynthesis by diffusion through open leaf stomates.
Old New
While this is water in the leaf parenchyma
Taking place tissues evaporates into the
substomatal cavities and diffuses
through the open stomates into the
atmosphere.

21. Old New This process can create large water
potential differences between
the leaves and the soil
surrounding the roots.

22. Although it is hard to imagine positive effects of an unusually rapid sea level rise, the most notable long-term change affecting the global water cycle—its intensification (acceleration)—will undoubtedly bring both benefits and problems. One of the few indisputable consequences of global warming is the intensification of water cycle itself.

23. Improved: Although it is hard to imagine positive effects of an unusually rapid sea level rise, the most notable long-term change affecting the global water cycle—its intensification (acceleration)—will undoubtedly bring both benefits and problems. The intensification of water cycle itself is one of the few indisputable consequences of global warming.

24. Although it is hard to imagine positive effects of an unusually rapid sea level rise, the most notable long-term change affecting the global water cycle—its intensification (acceleration)—will undoubtedly bring both benefits and problems.
New Old
One of the few is the intensification of
indisputable water cycle itself.
consequences of
global warming

25. Improved:
Although it is hard to imagine positive effects of an unusually rapid sea level rise, the most notable long-term change affecting the global water cycle—its intensification (acceleration)—will undoubtedly bring both benefits and problems.
old new
The intensification of is one of the few indisputable
water cycle itself consequences of global warming.

26. General and Specific Noun Phrases
Stage 1 of the introduction usually begins with factual statements about the general area which includes your specific topic. When you write this kinds of general statements, it is conventional to use nouns that refer to objects or concepts at the highest possible level of generality. English offers several ways to construct these general nouns.

27. Generic Noun Phrases
Statements in the setting of an introduction tend to be general in nature. Instead of referring to specific things, they refer to entire classes of things. Nouns referring to an entire class of things, you should use generic noun phrases.

28. Generic Noun Phrases: Countable Nouns
Example: No one can say exactly what it looks like when a planet takes ill.
Example: Warm ocean water is like rocket fuel for typhoons and hurricanes.
Example: Environmentalists and lawyers spent years shouting at one another about whether the grim forecasts were true.

29. Generic Noun Phrases: Countable Nouns
Example: A similar feedback loop is melting permafrost.
Example: As a tiny component of our atmosphere, carbon dioxide help warm Earth to comfort levels we are all used to.
Example: Ecosystems are usually able to maintain themselves.

30. Melt enough Greenland ice, and you reach the point at which you’re not simply dripping meltwater into the sea but dumping the whole glaciers. General Noun Phrases Uncountable nouns: meltwater

31. Generic Noun Phrases: Uncountable Nouns
Example: The image of Earth as organism has probably been overworked.
Example:　Global warming is the real deal, and human activity has been causing it.
Example: Warm ocean water is like rocket fuel for typhoons and hurricanes.

32. But glaciers, it turn out, can move with surprising speed, and so can nature. General Noun Phrases Countable nouns: glaciers Uncountable nouns: speed, nature

33. What few people reckoned was that global climate systems are booby trapped with tipping points and feedback loops past which the slow creep of environmental decay gives way to sudden and self-perpetuating collapse. General Noun Phrases Countable nouns: systems, points, loops Uncountable nouns: decay, collapse

34. Example: Water quality and its impact on human health have been perennial concerns. General Noun Phrases Uncountable: water quality human health Countable: perennial concerns

35. General Noun Phrases:
Happiness is one of the six human emotions said to be universally present and understood. A smile, one of the expression of emotion that appears to be universally exhibited and understood, is thought to be sensitive to social context and to be shaped by social factors.

36. General Noun Phrases: Higher precipitation should, of course, lead to increased river flows, and this trend has been confirmed by a number of studies , particularly in high latitudes. Uncountable: high precipitation Countable： river flows a number of studies high latitude

37. Specific Noun Phrases
Specific noun phrases are nouns that refer to particular individual members of a class rather than the class as a whole.

38. Specific Noun Phrases
Referring to assumed or shared Information. Use the definite article the if you assume your readers share knowledge of the specific thing you are referring to.
Examples:
The phone is ringing.
Please pass me the butter.

39. SPECIFIC NOUN PHRASES: Referring to Shared Information Example: By the end of the century, the world could be locked in to an eventual rise in sea levels of as much as 20 feet. The shared information: the century, the world

40. Ocean currents running between warm and cold regions serve as natural thermoregulators, distributing heat from the equator toward the poles. The shared information: the equator, the poles

41. Given the complexities of the Earth’s biosphere, it is inevitable that some unfolding water trends will have both negative and positive consequences. The shared information: the Earth’s biosphere

42. 2. Referring to old information
2. Referring to old information. Use the definite article the when referring to a specific thing which you have already mentioned (the first mention usually uses the indefinite article a/an).
Example: New Mexico Solar Energy Institute is developing a computerized diagnostic assistant for solar domestic hot water systems. The computer-implemented assistant will be used at naval shore facilities throughout the world.

43. Environmentalists and lawyers spent years shouting at one another about whether the grim forecasts were true.

44. As a tiny component of our atmosphere, carbon dioxide help warm Earth to comfort levels we are all used to. The gas represents just a few hundred parts per million in the overall air blanket.

45. What usually keeps the Gulf Stream running is that warm water is lighter than cold water, so it floats on the surface. As it reaches Europe and releases its heat, the current grows denser and sinks, flowing back to the south and crossing under the northbound Gulf Stream until it reaches the tropics and starts to warm again. The cycle works splendidly, provided the water remains salty enough.

46. The marshes of southern Iraq, which used to cover 20,000 square kilometers, were devastated by Saddam Hussein, who ordered them drained to weaken the resistance of their residents of the marsh Arabs. By 2003, the marsh shrank by more than 90%.
Shared information: the marsh Arabs
Old information: the marsh

47. 3. Pointing forward to specifying information
3. Pointing forward to specifying information. Use the definite article the when the specific meaning is made clear in a following phrase or clause.
Example: The forests that don’t succumb to fire die in other slow ways.
Example: The gas which is produced in the western states is used primarily for home heating.

48. Polar ice is so reflective that 90 percent of the sunlight that strikes it simply bounces back into space. The reason that we can live here is the Gulf Stream. Pointing forward to specifying information: the sunlight that strikes it, the reason that we can live here

49. Use the definite article the when the specific meaning is made clear in a following phrase.
(the + noun + of + noun)
the slow creep of environmental decay
the relationship of Earth and the sun

50. the resistance of their residents the complexities of the Earth’s biosphere the adequacy of water resources the bottom layer of the atmosphere the growth of desert areas the expression of emotion the marshes of southern Iraq the energy cost of commonly used products

51. Guidelines for Making Generic and Specific Noun Phrases
If the noun meant in a general or a specific sense? If it is specific, use “the” before the noun. If it is general, ask yourself a follow-up question:
Is the noun countable or uncountable? If it is countable, use a or an (singular) or –s on the end (plural). If it is uncountable, use no article or –s ending.

52. Second Stage: More specific statements about the aspects of the problem already studied by other researchers (Stage II supports the background information presented in Stage I.)

53. Citation Focus
When you cite the work of other authors, you may choose to focus either on the information provided by that author, or on the author him- or herself. The first focus we call information prominent because the information is given primary importance. The author’s name(s) and date of publication are parenthetically attached at the end of the sentence.

54. INFORMATION PROMINENT CITATION
Information Reference
In most deserts of the world, transitions between topographic elements are abrupt (Smith, 1968).
The literature on teaching effectiveness has established few theoretical grounds to guide the selection of meaningful variables. (Doyle, 1978)

55. INFORMATION PROMINENT CITATION
Information + Reference number
The introduction of high strength, high flexibility materials has raised the need for a dynamic approach to floor design. (1,2,8,9).

56. Information + Reference number
A major cause is the poor properties of the gate dielectric, which exhibits serious degradation after electrical stresses (1), (2).
Furthermore, the quantum efficiency is strongly affected by experimental conditions such as the cathode surface, vacuum conditions, and the applied electrical field(2).

57. Since it has been shown that nitridation is an effective process step for improving the quality of high-temperature thermal-oxide dielectrics (3), (4), it is equally important to study the possibility of its application to low-temperature oxide, especially when thicker ones are required.

58. Information prominent citations are commonly used to signal the beginning of Stage II, where the citations refer to research in the general area of your study.
As the literature review continues, the citations refer to studies more closely related your own. In this kind of citation, the author’s name is given more emphasis. It serves as the subject of the sentence, followed by the date

59. or citation number in parentheses, and then by the information
or citation number in parentheses, and then by the information. This kind of citation is called author prominent.

60. Author Prominent Citation
Last name Date or Information
Of author reference number
Leopold (1921) listed foods, but gave no quantitative data.
Allen and Reiner (1) described graphically the differences between the various vibration scales.

61. Jones (1987) found that illiteracy was correlated most closely with poverty. Jones (1987) found that illiteracy is correlated most closely with poverty.

62. Srinivasan-Rao found that the quantum efficiency was strongly affected by experimental conditions such as the cathode surface, vacuum conditions, and the applied electrical field(2). Srinivasan-Rao found that the quantum efficiency is strongly affected by experimental conditions such as the cathode surface, vacuum conditions, and the applied electrical field(2).

63. The first sentence shows that the writer believes that the finding should be understood within the context of the single study. In the second, the writer implies that a wider generalization is possible.

64. Pattern I—reference to single studies—past Pattern II—reference to areas of inquiry—present perfect Pattern III—reference to state of current knowledge—present Also note that in patterns I and II, attention is given to what previous researchers did, while in pattern III, the focus is on what has been found. (Patterns I and II are common in the humanities and least common in science, engineering and medical research.)

65. Ordering of Citation Citations grouped by approach: One approach +
Another approach
Still another
approach

66. or
Citation
Ordered
From
Distant To
close

67. ____________ (earliest)
Citations ordered chronologically
____________ (earliest)
____________
____________ (latest)

68. Tense in Information Prominent Citation
When the focus of your citation is on the information, you should write the citation in the present tense. The present tense is used when the information you are citing is generally accepted as scientific fact. (If the information is not generally true, do not use Information Prominent Citation.)

69. The present tense choice is sometimes called the citational present and is also used with famous or important sources. Plato argues that… Confucius says… The Bible says… The constitution says…

70. Information Prominent: Reporting Facts
Topic verb Fact (Reference)
(present)
Nutrient resorption is a common phenomenon in forest trees (Kramer, 1979).
The factors that control the concentration of aluminum in sea water are poorly known. (1)

71. It has been shown that the quantum efficiency depends on the wavelength, injection angle, and polarization of light used in producing electrons(1). Furthermore, the quantum efficiency is strongly affected by experimental conditions such as the cathode surface, vacuum conditions, and the applied electric field(2).

72. Tense in Weak Author Prominent Citations The present perfect tense is used in citations where the focus is on the research area of several authors.

73. Weak Author Prominent: Several Authors1.
Author Verb Topic Reference
(present perfect)
Several researchers have studied the relationship between classroom adjustment and mobility (Madsen, 1980; Biggs, 1983; Randall, 1985)

74. Topic + Verb + Author + Reference
(present perfect)
The physiology of annual plants has been studied by several authors (3,7, 13)

75. General statements about research
The present perfect tense is also used in general statements that describe the level of research activity in an area. These statements are often written without citations.

76. The…has become a favorite topic for analysis… Knowledge of…has a great importance for… The study of…has become an important aspect of… A central issue in…is… The…has been extensively studied in recent years. Many investigators have recently turned to…

77. General Statements: Level of Research Activity
Level Verb Topic
(present perfect)
Little research has been done on topic development in ESL students’ composition.
(Pattern II—reference to areas of inquiry—present perfect tense)

78. The causes of illiteracy have been widely investigated (Jones 1987, Ferrara 1990, Hyon 1994). There have been several investigations into the causes of illiteracy (Jones 1987, Ferrara 1990, Hyon 1994). Several researchers have studied the causes of illiteracy.

79. Information prominent citations, weak author prominent citations and general statements are usually written at the beginning of Stage II, or at transition points at the beginning of new sections within Stage II.

80. Tense in Author Prominent Citations
Later in Stage II, you use author prominent citations to report the findings of individual studies closely related to your own. In these citations the simple past tense is used in the verb report.

81. Author Prominent: Findings from Specific Studies
Author + Reference + Verb of + that Findings
report
(past)
Allington (1983) found that teachers
showed allocated
reported equal time
noted to all groups.
observed

82. Information prominent
LITERATURE REVIEW
Citation form:
Beginning citation:
Information prominent
Weak author prominent
General statement I
Later citations:
Author prominent

83. Tense:
Simple present
and
present perfect I
Simple past

84. Attitude and Tense in Report Findings
In author prominent citations your attitude towards the findings of researchers also affects the complement verb forms in your Stage II sentences. You may feel that
The findings of a particular study are generally accepted as facts;
the findings of a particular study are limited to that study, and are not to be generalized;
the authors of the study you are citing may themselves feel tentative about their findings; or them may not be reporting findings at all but only making suggestions or proposals.

85. When you believe the findings you are citing are fact, use the present tense in the complement verb.
Author + Reference number verb of + that Findings
or date report (present)
Sillen (1) showed that aluminum in seawater is
regulated by a
thermodynamic
balance

86. Srinivasan-Rao found that the quantum efficiency is strongly affected by experimental conditions such as the cathode surface, vacuum conditions, and the applied electrical field(2).

87. 2. When you believe the findings are restricted to the specific study you are citing, use the past tense in the complement verb.
Author + Reference number + verb of + that Findings
or date report (past)
Abramson (1974) reported that mobile students
had lower academic
performance.
Handerson and (7) found that kg of nitrogen
Harris were cycled internally
by trees.

88. Srinivasan-Rao found that the quantum efficiency was strongly affected by experimental conditions such as the cathode surface, vacuum conditions, and the applied electrical field(2).

89. Ramanarayanan, Narula, and Worrell (7) proposed a model to explain the behavior of cell I, which involved assumptions that the calcium fluoride electrolyte/electrode interface was saturated with calcium oxide, but fluorine ions were involved in both the electrode reactions and in conduction in the electrolyte.

90. 3. If the findings you are citing were seen by the original authors as tentative, or were only suggestions or proposals rather than findings, use tentative verbs for the verb of report, and a modal auxiliary with the complement verb.

91. Author Prominent: Tentative Findings
Author + Reference + Verb of + that + Tentative findings
number report (modal auxiliary + verb)
Van Bennekom (5) proposed that aluminum may be common
suggested in diatom residues.
hypothesized

92. Srinivasan-Rao found that the quantum efficiency may be strongly affected by experimental conditions such as the cathode surface, vacuum conditions, and the applied electrical field(2).

93. In all three cases above, the verb of report is always in the past tense, while the verb tense in the findings part of the sentence varies according to the author’s attitude.

94. Writing Stage III: Missing Information
Stage III serves to signal the reader that literature review is finished. It sums up the review by pointing out a gap—that is, an important area not investigated by other authors. Usually Stage III is accomplished in only one or two sentences.

95. Stage III: Missing Information
Gap Research Topic
However, few studies have the effects of computer
reported on assisted instruction.
But there is little information the air flow rates on
available on simple flat plate solar
collectors.

96. Writing Stage IV: The Statement of Purpose (Thesis Statement)
Stage IV serves to state as concisely as possible the specific objectives of your research report. This stage, the statement of purpose, thus follows directly from Stage III because it answers the need expressed in Stage III for additional research in your area of study.

97. 1. The orientation of the statement of purpose may be towards the report itself—that is, it may refer to the paper that communicates the information about the research.

98. Stage IV: Statement of Purpose The orientation of the statement of purpose may be towards the report itself.
Report Orientation Research question
The purpose of this thesis is to determine whether an
The aim of the present paper automatic measurement system can
The objective of this report be applied to educational
settings.

99. Stage IV: Statement of Purpose Or the orientation of the statement of purpose may be towards the research activity or the study itself.
Research orientation Research question
The purpose of this study was to determine whether
this investigation or not genetic differences
this research in germination exist at low
the research reported here temperatures in pepper
species.

100. Writing Stage V: The Statement of Value
In Stage V you justify your research on the basis of some possible value or benefit the work may have to other researchers in the field or to people in practical situations. We can call this stage the statement of value.
You may write Stage V from two alternative points of view.

101. 1. The statement of value may be written from the point of view of practical benefits which may result from applying the findings of your research.
Stage V: Statement of Value (Practical Orientation)
Example A: This research may provide an alternative to the problem of manually demonstrating instrumentation principles in classroom environments.

102. Example B: The results of this study could be useful to educators responsible for planning course work in consumer education.

103. 2. Or you may write the statement of value to emphasize the theoretical importance of your study in advancing the state of knowledge in your specific area of study.

104. Stage V: Statement of Value (Theoretical Orientation)
Example A: Both of the factors under investigation in this study may be of importance in explaining the irregular occurrence of this disease.
Example B: Results of this study may suggest a broader hypothesis for further research into the effects of atmospheric chemicals on rubber.

105. Stage III: Signal Words
Special signal words are commonly used to indicate the beginning of Stage III.

106. Stage III: Signaling Missing Information
Signal word Gap Research
(present or present perfect)
However, few studies have been done on the effects of air
little literature is available on flow rates on
But very little is known about simple flat plate
no work has been done on solar collectors.

107. Subordinating conjunctions like although and while can also be used to signal Stage III.
Signal Gap Research topic
Word (present or present perfect)
Although some literature is available on X, little information
While many studies have been done on X, is available on Y.
much research has been devoted to X

108. Stage VI: Orientation and Tense
If you choose the research orientation you should use the past tense, because the research activity has already been done.

109. Stage VI: Verb Tenses (Research Orientation) (This is your thesis statement!)
Research orientation Main verb Research question
The purpose of this was to investigate the effect
study computer-assisted
instruction on the
computer literacy of fifth
grade children.

110. On the other hand, if you choose to use the report orientation, use the present or future tense.

111. Stage IV: Verb Tenses (Report Orientation) (This is also your thesis statement.)
Report Main verb Research question
Orientation (present or future)
This paper describes the results of surveys
presents conducted in Honduras to
determine the distribution
of manatees in that country.

112. Stage IV: Verb Tenses (Report Orientation) (This is your thesis statement!)
Report Main verb Research question
Orientation (present or future)
This thesis deals with the implementation and
discusses operation of an automatic
measurement system
appropriate for classroom
and laboratory
demonstrations.

113. Stage IV and Your Research Question: This is your thesis statement.
Your statement of purpose should be directly related to the research question upon which you based your study. Although you may not need to include the research question explicitly in your report, the statement of purpose should be written so that your reader can infer the research question behind your study.

114. If the implied research question is a yes and no question, the connecting words whether or if are used in Stage IV, and a modal auxiliary like would or could accompanies the verb.

115. Stage IV: Implied Questions in Statement of Purpose (Yes or No Question)
Research Question Purpose
(Thesis Statement)
Is an automatic measurement The purpose of this thesis is
system suitable for classroom to determine if an automatic
and laboratory demonstrations? system would be suitable for
classroom and laboratory
demonstrations.

116. Stage IV: Implied Questions in the Statement of Purpose (Information Questions)
Research Question Purpose (Implied question)
What is the distribution and this paper reports the results
Status of manatees in of surveys and interviews
Honduras? conducted in order to determine
the distribution and status
of manatees in Honduras.

117. Stage IV: Implied Questions in the Statement of Purpose (Information Questions)
Research Question Purpose (Implied question)
What is the distribution and this paper reports on the
Status of manatees in distribution and status of
Honduras? Manatees in Honduras.
117

118. Stage V: Model Auxiliaries and Tentativeness
Your Research Modal Auxiliary Value
The application of the may increase the proportion of
strategies described should drug abusers who can be
here identified.

119. Stage V: Model Auxiliaries and Tentativeness
Your Research Modal Auxiliary Value
The system described could serve as the basis for a
here study of automatic
measurement systems
in an instrumentation
course.
This study may lead to a better
understanding of
phosphorus in natural
systems.

120. Selecting the Best Modal Auxiliaries for Use in Stages IV and V
Use the chart below to help you choose the best modal auxiliary when you are writing these stages. The modals are listed here in order of their degree of tentativeness.

121. Modal Auxiliaries: Degrees of Tentativeness
(sure)
Stage IV Examples
no doubt about the future will The data contained in
this report will supplement
that presented in our earlier
publication.
no doubt about the future, would The purpose of this study was to
assuming certain conditions determine if the use of home
computers would improve the
math scores of third grade
children.

122. Stage V:
reasonable expectation about should This alternative method
the future should simplify the analysis
procedure.
some doubt about the may Both of the factors studied
future here may be of importance
in explaining the occurrence
of this disease.
more doubt about could Results of this study could
the future have considerable impact
on estimates of land values.
(tentative)