Académique Documents
Professionnel Documents
Culture Documents
by Percival Santos
Dongbei University of Finance and Economics (Dalian, China)
Abstract
EAP foundation programs should prepare students to write at least at the novice disciplinary
level by the time they leave the program. To do so, they must situate the writing process within
a given discipline. This paper proposes to teach research paper writing, a specific genre of
academic writing prevalent in many social sciences disciplines, according to a 4-phase process.
It adapts a novice disciplinary insider model wherein each phase corresponds with the kinds of
knowledge needed to achieve the writing expertise of the novice disciplinary insider. Phases 1
to 3 pertain to the cognitive, epistemological and behavioral aspects of quantitative research
methods (i.e., subject matter and discourse community knowledge) whereas phase 4 pertains
to the skills needed to produce the research paper (i.e. genre, writing process, and rhetorical
knowledge).
Introduction
Research papers or reports are a core genre in many academic contexts. They tend to be the
form of written assessment in both graduate and undergraduate academic writing (Samraj, 2004,
p. 6). Casanave and Hubbard (1992) have ranked graduate-level research papers, both brief and
long, in the top five common writing tasks in the humanities/social sciences and
science/technology departments. In addition, Bridgeman and Carlsons (1984, p. 260) study of
graduate and undergraduate writing noted that brief research papers are common across fields
such as civil engineering, electrical engineering, psychology, chemistry, and computer science.
Also, Hale et al. (1996) examined the writing assignments of graduate and undergraduate
students at U.S. universities and concluded that the library research paper was one of the most
commonly observed genres in the different disciplines studied.
However the label research paper is not without its detractors. Larson (1982, p. 813), for
example, calls it a generic, cross-disciplinary term with no conceptual or substantive entity.
Similarly, Johns (1997) argues that undergraduates may not be clear as to the meaning of the
research paper because of the great variation in the tasks required under the label. In this paper
the label research paper will be used to refer to a social science paper written by
undergraduate students involving an element of primary data-collection and quantitative
analysis. This type of research paper requires that students identify a topic, formulate a research
question(s) and hypotheses, discuss secondary research in a relevant area, collect and interpret
data, and finally write it in accordance with accepted norms and conventions in the social
sciences.
This papers focus is on teaching research paper writing as embedded in a particular course:
quantitative research methods, which is taught as a compulsory subject in many social science
disciplines. It aims to teach this specific genre in this particular way as a solution to perceived
deficiencies in the existing ways of approaching writing in many EAP foundation programs in
the tertiary sector.
This paper will first discuss the inadequacies of some of the current dominant approaches to
teaching writing. It will then propose an alternative approach to teaching writing. Specifically,
it shall focus on research paper writing, a specific genre of academic writing prevalent in many
social sciences disciplines. It will adapt a novice disciplinary insider model to teaching research
paper writing according to a 4-phase process wherein each phase corresponds with the kinds
of knowledge needed to achieve the writing expertise of the novice disciplinary insider. Phases
1 to 3 pertain to the cognitive, epistemological and behavioral aspects of quantitative research
methods (i.e., subject matter and discourse community knowledge) whereas phase 4 pertains
to the skills needed to produce the research report (i.e. genre, writing process, and rhetorical
knowledge).
Approaches to Writing
Literacy education, or the practice of teaching students to be literate, is underpinned,
consciously or subconsciously, by particular ways of conceptualizing writing, and by particular
ways of conceptualizing how writing can be learned (Ivanic, 2004, p. 220). Academic literacy,
or the practice of teaching undergraduate students how to produce academic text such as essays,
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papers, reports, dissertations, etc., is similarly informed by explicit or implicit theories and
approaches to the teaching and learning of writing.
Many undergraduates who speak English as a second or foreign language studying for a degree
in an English-speaking context will receive instruction in English for Academic Purposes
(EAP) programs. These programs will provide instruction in the four skills and will typically
emphasize the academic writing skill as the preeminent one. The effectiveness of a programs
writing instruction will depend in part on the particular approach it adopts towards the teaching
of academic literacy. An appreciation of how the dominant approaches and theories inform
how writing is taught in these programs is thus desirable.
One approach to writing has, at its core, the belief that writing is a unitary, context-free activity,
in which the same patterns and rules apply to all writing, independent of text type (p. 227).
This belief leads to a skills approach, which focuses on the autonomous linguistic skills of
correct handwriting, spelling, punctuation and sentence structure (Ibid.) This approach
employs methods, often in formulaic, prescriptive, and sequenced forms, to develop a series of
skills or strategies, heavily focused on rhetorical structures, grammar, reading comprehension,
and conventions.
However, the primacy of this knowledge in relation to other aspects of writing, the way in
which such knowledge is best developed, and the place of explicit teaching in this is highly
contested (p. 228). It is evident that EAP students will be expected to write acceptable academic
texts in the different disciplines and this requires much more than simply knowing how to
generate well-formed words, syntactic patterns which generate well-formed sentences (p.
227). Discipline-specific writing demands considerable content knowledge, cognitive abilities
and behavioral traits associated with that discipline.
Another approach to academic writing believes that good writing is not just correct writing,
but writing which is linguistically appropriate to the purpose it is serving (p. 233). This
approach seeks to explore ways of scaffolding students learning and using knowledge of
language to guide them towards a conscious understanding of target genres and the ways
language creates meanings in context (Hyland, 2003, p. 21). Thus, following this line of
reasoning, academic writing is largely a process of mastery of a limited number of genres,
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whereby students are taught textual modeling, or how to write according to an essay template,
or a case study template, etc. This text-based, or genre-based approach positions texts at the
heart of the approach (de Chazal, 2014, p. 104). Thus, if a teacher wants to teach students how
to write a research paper, then research papers are used as materials.
However, genre-based approaches to teaching academic writing have had their share of
criticism. For instance, Badger and White (2000, p. 157) stated that it may undervalue skills
needed to produce a text, and see the learners as largely passive. In addition, Lin (2006, p.
228) has warned it can pose the inherent risk of becoming (and has indeed sometimes become)
overly product-focused in a prescriptive way, since the curriculum is usually defined in terms
of products text in various genres. The genre-based approach thus focuses too much on the
product of writing at the expense of the discipline-specific cognitive abilities and skills
inherent in the process. It is thus clear that a pure genre-based approach to teaching disciplinary
academic writing is, by itself, inadequate.
Yet another approach conceptualizes writing as primarily a process in the mind involving
both the processes and procedures for composing a text (Ivanic, 2004, p. 231). This contrasts
with the approach that conceptualizes writing as a product. This process approach sees
writing as a process of generating ideas, planning, drafting, various ways of providing and
working with feedback on drafts, revising and editing (Ibid.). It is driven by meaning, rather
than form, and sees feedback as central to the writing activity. Feedback on students written
work can come from their peers (other EAP students) and their EAP teachers (de Chazal, 2014,
p. 203).
But the process of writing can only be the means to an end: the point of learning and improving
the processes involved in writing is in order to improve the quality of the end result, not for
their own sake (Ivanic, 2004, p. 231.). The act of academic writing must embed the textual
aspects of writing within the mental and social aspects (p. 222). The creation of an academic
text must embed the process of writing within the conventions of thinking and behaving in a
given discipline.
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in a given discipline. They do not attempt to embed the process of writing within the ways of
thinking about an issue, conceptualizing, and doing, that are characteristic of particular
disciplines. They do not address the need to conceptualize writing as only one element, albeit
a crucial one, in a process of making knowledge claims within a particular discipline. Writing
involves more than words and language is only one of the resources that go into writing
(Canagarajah, 2013, p. 440). Subject teaching and knowledge must be embedded with writing
about knowledge so that students can see how their own opinions from within their subject
area (Perrin, 2014, p. 23). Disciplinary-specific writing demands considerable content
knowledge, cognitive abilities and behavioral traits associated with that discipline. Hyland
(2013, p. 241) asserts:
In most higher education contexts, however, students are not attending academic writing
courses in order to learn to write, or even to write in some abstractly academic way; they are
learning to write for purposes which lay outside the English class. For them, writing is a tool
they need in order to participate in their disciplines and to demonstrate their learning to readers
in those disciplines. Writing therefore contributes to learning in areas other than writing itself.
This paper will attempt to fill a gap in the literature by demonstrating how writing and subject
knowledge can be integrated into an EAP writing program. It will attempt to show how subject-
specific novice-level expertise can be combined with writing-process knowledge in an EAP
writing program. Specifically, it will explore how research paper writing can be embedded in
a particular course, that is, quantitative research methods, which is taught as a compulsory
subject in many social science disciplines.
This papers approach is based on two related notions of disciplinary expertise and
apprenticeship, or of getting novices to think, act, and write like disciplinary experts,
something not currently studied in the Second Language Writing, or EAP literature. This notion
seeks to explore what it means to be an expert in a given discipline. This broad question can be
broken down into several sub-questions:
1. What kinds of content, behavioral, and writing knowledge does an expert need in a
given discipline?
2. Does an expert have certain ways of thinking or doing that are implicit, and if so, can
they be made explicit for the novice?
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3. Can these disciplinary moves be broken down into a sequence and taught to a novice?
4. How does a disciplinary expert make knowledge claims and how can the novice
reproduce them?
This paper will break down the process of social science research into its constituent parts and
will attempt to show how it can be taught in a 4-step sequence within a writing program. It is
intended as a possible alternative to the current ways of teaching writing.
1. Nonacademic writing
2. Generalized academic writing
3. Novice approximations of particular disciplinary ways of making knowledge
4. Expert insider prose
Figure 1: Macdonalds Four Stages in Students Development as Writers
This paper will argue that EAP foundation programs should prepare students to write at least
at the disciplinary novice level by the time they leave the program. For students to begin to
think and write like disciplinary novices and later on expert insiders, they must possess writing
expertise. In order to do so they must situate the writing process within a given discipline. A
disciplinary insider draws on different sources of knowledge; subject matter, genre, methods
of argument, kinds of evidence, ways of referencing other experts, rhetorical contexts and
audiences (Beaufort, 2007) to be able to produce texts acceptable within the discipline (Figure
2).
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Genre
Knowledge
Subject Discourse
Matter Community
Knowledge Knowledge
Writing
Writing Rhetorical
Process
Expertise Knowledge
Knowledge
Some of the skills necessary to achieve writing expertise are already being taught in EAP
foundation programs, namely, genre, writing process, and rhetorical knowledge. However
subject matter and discourse community knowledge are normally only acquired once students
enter their chosen major. This paper proposes to teach research paper writing by focusing on
these latter kinds of knowledge.
Carter (2007) coined the term metadiscipline, an umbrella term meant to describe a group of
distinct disciplines with surprising similarities to each other in the kinds of disciplinary work
they do. He identified 4 of them: Problem-Solving, Empirical Enquiry, Interpretive/Theoretical,
and Performance. Bean (2011, p. 256-262) has created various templates for each one of
Carters metadisciplines. The second one, Empirical Enquiry, involves using disciplinary
knowledge and procedures to advance empirical understanding of the world and is the research
format usually employed in the physical and social sciences. It shall be the template (Appendix
1) employed by this paper to teach research paper writing in the social sciences.
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What do social science research papers do? These papers describe social research. Some social
research merely describes the state of social affairs, meaning it asks what but not why. But
often it has an explanatory purpose-providing reasons for phenomena, in terms of causal
relationships. Why do some cities have higher unemployment rates than others? Why are some
people more prejudiced than others (Babbie, 2005, p. 22)?
Social research can broadly be classified into two kinds: qualitative and quantitative research.
Qualitative research usually emphasizes words rather than quantification in the collection and
analysis of data and attempts to understand the social world through an examination of the
interpretation of that world by its participants (Bryman, 2008, p. 366). The qualitative research
report is beyond the scope of this paper. Its principal focus is writing about quantitative research.
These phases correspond with the kinds of knowledge needed to achieve the writing expertise
that the expert writer possesses (Figure 4). Phases 1 to 3 pertain to the cognitive,
epistemological and behavioural aspects of quantitative research methods (i.e., subject matter
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and discourse community knowledge) whereas phase 4 pertains to the skills needed to produce
the research report (i.e. genre, writing process, and rhetorical and knowledge).
Research
Research
Paper
Question
Writing
Survey Data
Collection
Data Analysis
12 students took a research methods course in the Fall Semester of 2013 and each one
submitted a research paper at the end of the course
they were asked to form small groups of 3 to 4
each group was asked to pick a topic, do a literature survey, formulate research
questions and hypotheses and collect and analyze data together
however, writing was to be done individually and each student had to hand in a
minimum 2,000-word quantitative research paper as the final assessment for the course
At the beginning of the semester the teacher led a discussion on what learning a discipline
meant, and on the nature of expertise in an area. This point is crucial because disciplinary
expertise is only partly about knowing the appropriate terminology, tools and methodology.
According to Hyland (2006, p. 38), learning a discipline implies:
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The teachers initial aim was to provide them with discourse community knowledge. For
Barton (1994, p. 57):
A discourse community is a group of people who have texts and practices in common,
whether it is a group of academics, or the readers of teenage magazines. In fact,
discourse community can refer to the people the text is aimed at; it can be the people
who read a text; or it can refer to the people who participate in a set of discourse
practices both by reading and writing (p. 57).
Belonging to a discipline implies learning to use language in disciplinarily approved ways and
becoming a member of a discourse community. Being a member of a discipline means knowing
how to pose questions, analyse evidence, apply theories, and produce arguments in
conversation with other members. With this in mind, the class had to read extensively on their
chosen topic in order to familiarize themselves with the sort of discourse community the
experts in the area belonged to. They were asked to answer the questions:
1. What are the most common topics or issues they talk about?
2. Are there any important debates or controversies in the discipline?
3. Are the experts in general agreement on the basic issues in their field, or are there major
areas of disagreement regarding the appropriate data, method, tools and theories, etc.?
4. What language do they use to make an argument, present data, support the argument,
etc.?
5. What kind of genre (lab report, essay, etc.) do they often use?
6. What kind of technical terms, or jargon frequently appear in the publications?
7. What citation style do the journals use (APA, Chicago, etc.)?
After the class had a discussion on the above points they were shown how to do a literature
review. The literature review is arguably the purest expression of a discourse/ disciplinary
community. To be members of a discipline, in particular to be consumers and producers of
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knowledge of a discipline, students must be able to comprehend its fundamental role and
function.
The groups had to write a gap in knowledge literature review (Santos, 2014, p. 34). This kind
of literature review is common in the physical sciences and in some social sciences. It shows
what is known and not known about an empirical problem and aims to fill the gap through new
research (Figure 5):
1) Orientation or introduction
Issue x has been a prominent subject of much research.
Issue x has attracted a lot of attention in the field of y.
2) Previous studies
Author A was concerned with topic x. Several authors (D, E, F) addressed
problem y.
Authors A and B examined problem z.
Author A studied issue y with a view to accomplishing z.
Work by author A researched topic y.
3) Establishing a gap
Nevertheless, aspect x still needs to be addressed.
However, question x remains unanswered.
However, a solution to the issue of x still has not been found.
4) Gap to be filled
This paper will propose a solution to issue x.
This essay will address problem x by doing y.
Figure 5: Gap in Knowledge
This particular group of students interested in researching body image found several studies
indicating a strong relationship between race/ethnicity and body image, and a link between
gender and body image. The extract below (Extract 1) shows the first half of the specimen
research papers literature survey:
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The following extract (Extract 3) shows the second half of the literature survey:
Extract 3: Continuation of Literature Survey on Gender and Caring about How One is
Perceived
The question of the effect of gender on body image has been extensively researched. In
one study, Cash and Henry (1993) conducted a survey, which was distributed to over
803 women in the United States. Their study indicates that almost one-half of the
women surveyed had negative self-evaluations of their appearance and were worried
about becoming overweight. In another study by Feingold and Mazella (1998) that
conducted a meta-analysis of gender differences with body image and physical
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attractiveness showed there has been a dramatic decrease in body image among women.
Rozin and Fallon (1988) examined cross-generation body image attitudes and have
indicated that daughters preferred a thinner ideal similar to their mothers. In addition,
girls valued their body parts less than boys valued their own body parts. Other findings
have shown similar results in adult men and women (Vaughn, Stabler, and Clance,
1981).
With regards to men and body image, Mintz and Betz (1986) argue that men have felt
pressured by culture to become muscular. Also Raudenbush and Zellner (1997) give
evidence that men have preferred a bigger physique. In addition, Rozin and Fallon
(1988) found that sons, similar to their fathers, preferred a heavier body ideal in a cross-
generation study of body image. The general population of men have preferred wide
shoulders, muscularity, and strength for their ideal body (Raudenbush and Zellner,
1997). Likewise, Abell and Richards (1996) argued that because men had a desire to be
bigger, this meant that they were more dissatisfied with their bodies than women. Miller,
Coffman and Linke (1980) found that men have seen themselves as underweight,
whereas women have seen themselves as overweight.
They then established a second gap and proposed to fill it (Extract 4):
Subject matter knowledge is essential to the task of writing a social science research paper.
They will need to know what kind of evidence the discipline often employs, how it is collected,
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what methods and tools are necessary, how the data are analyzed, and how knowledge claims
are made.
From the sources in the literature review the group decided to ask two related research
questions and formulated testable hypotheses for each one (Extract 5):
2. Is there a gender difference regarding the degree to which someone cares about how
he is perceived by others?
Null Hypothesis: There is no gender difference regarding the degree to which
someone cares about how he is perceived by others
Research Hypothesis: There is a gender difference regarding the degree to which
someone cares about how he is perceived by others
They then determined that there were to be four principal variables in their study: nationality,
gender, satisfaction with ones own appearance, and caring about how others perceive ones
own appearance. For the first research question they wanted to investigate whether body image,
or the degree of satisfaction with ones appearance, varied among different nationalities. Thus
nationality is the cause, or independent variable, and degree of satisfaction with appearance is
the effect, or dependent variable. For the second research question they wanted to know
whether there was a gender difference regarding the extent to which people cared how they
appeared to others. Thus gender is the causal or independent variable, and caring how one
appears to others is the effect, or dependent variable (Figure 6).
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Nationality Gender
Caring
Body about how
one is
Image perceived
The body image team has up to now accomplished the first phase of social research which
usually starts with the researcher finding a suitable topic and reading as much as s/he can on it.
S/he does a literature review, consulting published books and articles that elaborate on the topic.
S/he will then formulate a theory about the phenomenon or how things to do with it are causally
related, or simply make use of one that already exists. The researcher then will set out to test
it. This usually means proving or disproving it in the form of a testable hypothesis. Hypothesis
testing establishes a causal relationship between two things. It says that if one thing occurs, or
is present, or is true, then another thing will also occur, or be true, or be present. It is a process
in which scientists evaluate systematically collected evidence to make a judgment of whether
the evidence favors their hypothesis or favors the corresponding null hypothesis (Kellstedt
and Whitten, 2013, p. 4).
Turning a theory into a testable hypothesis involves breaking the former down into a few
abstract concepts, then working out what kind of relationship, preferably a causal one, exists
between them. The next step is to work out how these abstract concepts can be quantified or
measured. Quantifying a concept implies transforming it into a numerical value, known as a
variable, which can increase or decrease. The concept/variable that is suspected of being the
cause of the phenomenon is called the independent variable, and the one that is suspected of
being affected is the dependent variable. The latter is the phenomenon that the investigators
are attempting to explain. It is vitally important that the chosen variables are valid, that is, they
really embody or can stand in for the concepts they are supposed to represent.
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For the second phase of the project the body image investigators needed to choose the kind
of data they would need to test their hypotheses and they used a survey format. That meant
they would have to create a survey questionnaire and utilize the responses to the survey
questions as raw data for their research purposes. A comprehensive description of Phase 2
(Survey Data Collection) falls outside the scope of this paper. It will not be covered in detail
due to constraints of word-length.
The group proceeded to write their own questionnaire. This groups questionnaire consisted of
a total of nineteen questions, each one with a limited range of answers. They had to ensure that
the data their questionnaire would yield would be able to test the hypotheses so they included
four questions to that effect. The extract below (Extract 6) features the first part of their survey,
which contains all of the four variables they are testing:
Thus respondents answers to questions 2 and 5 would constitute their independent and
dependent variables for the first hypothesis. Their answers to questions 4 and 6 would
constitute their independent and dependent variables for the second one. The groups target
population was the entire student body of 800 at Akita International University and their sample
consisted of the 80 students who they approached in order to fill in the questionnaire. Finally,
once the group had retrieved the surveys they then entered the raw data in an Excel spreadsheet.
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The body image researchers have now completed phase 2, which involves collecting data that
can be expressed in numerical form so that it can help them test their hypotheses. Once they
had collected all the questionnaires they then proceeded to transfer the raw numerical data onto
the spreadsheet software that will allow him to subject them to statistical analysis.
The first step in statistical analysis is to visually represent the data in such a way that certain
patterns are intelligible. This usually takes the form of pie charts, bar graphs as well as other
graphs. The specimen research paper extracts below visually depicts the respondents
nationalities (Extract 7), gender (Extract 8), year of study (Extract 9), body image (Extract 10),
relationship between body image and having a boy/girlfriend (Extract 11), and the relationship
between time spent grooming and body image (Extract 12):
50
0
Female
Male
There were slightly more males (44) than females (36) (Extract 8).
Male
Female
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6th Year
5th Year
Senior
Junior
Sophomore
Freshman
0 5 10 15 20 25 30 35
More than half of respondents (44) were somewhat satisfied with their body image (Extract
10).
50
40
30
20
10
0
Very Unsatisfied Somewhat Satisfied Very
Unsatisfied Satisfied Satisfied
Respondents answers to Q6 (Extract 11) tended to cluster around the middle values not very
much (18), moderately (26), a little (23).
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30
20
10
0
Not at all
Not very much
Moderately
A little
A lot
There seems to be a negative correlation between body image and time spent grooming. The
ones with the highest scores for body images tended to spend less time grooming themselves
(Extract 12).
The body image team was now ready to analyze the raw survey data. They needed to know
how to use ANOVA to compute, analyze and interpret the f-value for the data on the first
research question as well as how to use the t-test to compute, analyze and interpret the t-value
for the data on the second research question. They were asked to read and discuss chapters 11
and 13 of Statistics for People Who (Think They) Hate Statistics (Salkind, 2011), a bestselling
introductory textbook on basic statistics. The class also practiced computing the procedures by
answering the practice questions at the end of the chapters (using the excel data sets
downloaded from the publishers website). As the book uses the SPSS (not Excel) statistical
program the class also read the relevant chapters of Excel Statistics: A Quick Guide (Salkind,
2010), which shows how to utilize Microsoft Excel 2010 for basic operations.
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The group had determined that the level of significance of the study, or p-level, was 5% or 0.05
and that the appropriate statistical functions needed to test their hypotheses were the t-test for
Independent Samples and ANOVA. Single factor ANOVA is used to determine if there is a
significant difference between three or more groups. They subjected the data from questions 2
and 5 of the 80 respondents to that procedure because they wanted to find out whether there
was a significant difference between nationalities regarding their level of satisfaction with their
appearance. In addition, they subjected the data from questions 4 and 6 to a t-test procedure.
The t-test assesses whether the means of two groups are statistically different from each other.
So they wanted to see whether there was a significant difference between males and females
regarding how much they cared about how they were perceived. Students were then shown
how to present statistical results (Figure 7):
1) Statement of Purpose
According to the data obtained in the (ANOVA/t-Test/etc.) for (purpose)
To determine if there was a significant difference between.(ANOVA/t-Test/etc.)
procedure was conducted.
2) Positive Result
The results revealed there was a statistically significant difference between
The results indicated significant differences between
The data showed a significant difference between
or Negative result
The results revealed no significant differences between
The results indicated no significant differences between
The data showed no significant differences between
3) Elaboration of Result
The obtained value was
The critical value was
4) Interpretation of negative result
As the obtained value is not greater than the critical value, then (it can be said that)
there is no significant difference
or, Interpretation of positive result
As the obtained value is greater than the critical value, then (it can be concluded that)
there is a significant difference
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The extract (Extract 13) below from the specimen research paper shows the results:
ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 8.283333 6 1.380556 2.114277 0.06175 2.22559
Within Groups 47.66667 73 0.652968
Total 55 79
Also, the t-test for Independent Samples measuring any gender difference regarding caring
about how one is perceived shows that there was no significant difference between males and
females. As the author had assumed that females would care more than males, she decided to
use a one-tailed test. The obtained value given was 0.026535 and the one-tailed critical value
was 1.664625. Again the author will keep the null hypothesis as the obtained value was lower
than the critical value.
t-test: Two-Sample Assuming Equal Variances
Gender differences regarding Satisfaction in appearance
Variable 1 Variable 2
Mean 2.977273 2.972222
Variance 0.627378 0.827778
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Observations 44 36
Pooled Variance 0.717301
Hypothesized Mean Difference 0
Df 78
t Stat 0.026535
P(T<=t) one-tail 0.489449
t Critical one-tail 1.664625
P(T<=t) two-tail 0.978899
t Critical two-tail 1.990847
The body image group has now completed phase 3, or data analysis. Data analysis refers to
the practical application of statistical procedures to the analysis of social science data. It
involves knowing which techniques apply to which sort of data or which can best deal with
certain kinds of problems in analysis (Rose & Sullivan, 1996, p. 4). There are many statistical
procedures but this course trained students to use the ones that determine the strength of
relationships between variables; the t-Test, ANOVA, correlation, linear regression and Chi-
square. Put simply, the collected data set are subject to a given procedure using the Microsoft
Excel program and the computer is instructed to compute for a relevant test value or score
(called obtained value). The researcher then compares it against another value (called critical
value). He then compares the obtained and critical values and makes a decision:
If obtained value > critical value, then he rejects the null hypothesis
(and accepts the research hypothesis)
If obtained value < critical value, he then retains the null hypothesis
The p-value, is the degree of risk you are willing to take that you will reject a null hypothesis
when it is actually true (Salkind, 2011, p. 166). It is a numerical value ranging from 0 to 1.
For Kellstedt and Whitten (2013, p. 147) it is:
The probability that we would see the relationship that we are finding because of
random chance. Put another way, the p-value tells us the probability that we would see
the observed relationship between the two variables in our sample data if there were
truly no relationship between them in the unobserved population.
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Statistically speaking, the lower the p-value the better. However, a level of significance of 5%
or 0.05 is the one used by most social scientists. Any observed relationship between variables
at p = 0.05 means that there is a 5% chance that it is due to chance. A p-value of 0.05 is generally
considered significant. Thus, when the obtained value of a given data set is greater than the
critical value, and in addition the p-value is at least 0.05, it means the purported causal
relationship between the two variables has a 95% or greater probability of being valid and the
relationship is considered significant.
The students agreed that the reader would be a relatively sophisticated and intelligent college
student who was relatively nave or uninformed, so s/he was going to need some background
information on the topic. They also agree s/he would be relatively open to changing their minds
so long as the paper had done a sufficiently rigorous job of framing the question, collecting
data, analyzing it and arguing the case.
They now needed genre knowledge in order to frame the discussion. The research paper genre
has been explored in a previous section (see page 8). This section will focus on the discussion
section of the research paper. This is the place where findings are analyzed, and possible
reasons or explanations are given for them. This is also the place where the writer articulates
for the readers benefit the significance and possible implications of the research. It is important
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for the researcher to stay very close to the data. This means s/he must be able to point to the
specific data that allow those claims. Sometimes students take leaps of faith with their data
and make claims that are unwarranted by their actual data (Heppner and Heppner, 2009, p.
249). The discussion section of the research paper should try to do the following:
1) Give possible reasons why there is a positive finding (independent variable), or give
possible reasons why there is a negative finding (possible reasons are flaws in the
research procedure, wrong choice of statistical test, or inappropriateness of previous
research)
2) Position results within the larger literature of the area and discuss how it supports,
contradicts, or extends that scholarship
3) Discuss the implications of the findings for future research
The students were given the three points above to think about for homework and they discussed
them the next lesson. After the class discussion on how to interpret results, students were shown
how to write it (Figure 8):
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The extract below (Extract 14) features the students interpretation of the findings:
The failure of this study to find any significant differences between the variables may
be attributed to several factors- non-relevance of previous research as well as possible
shortcomings of the research design and execution:
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relationship between gender and body image were contradictory. Thus the previous
research could not establish a definitive link between the variables in this study.
Not a representative sample- The ratio of the respondents nationalities did not
correspond to the actual makeup of the student body. There was a high ratio of Japanese
students relative to the overall student population responding to the survey. There was
only one respondent each from Korea and Australia, New Zealand, although their actual
numbers were substantially greater. This could have made the results invalid.
Flaws in data-collection method- As the surveys were given out personally by the
researchers, there could be a chance that a large number of respondents were friends of
the investigators. It is possible the respondents might have not answered what they truly
thought, worrying that the researchers might see their answers.
A sample research paper from a past course was given to the class as well as Beans Structural
Template for Empirical Research Report (Appendix 1). The latter will assist them with phase
4 of the research process. In this phase, each student had to work individually to write the report.
The class read the sample research paper for gist and they then identified the elements
according to Beans template. They were then asked to write an introduction containing the
elements shown in the template. The extract below (Extract 15) is from the specimen research
paper:
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Japanese students talking about how fat they think they are and how they have to lose
weight. Whenever the author talked about these things with international friends, they
always come to a conclusion that the way one is right now is the best one can possibly
be. Also, it seems like female students care more about their physical appearance than
male students. From these two aspects, the researcher wanted to know if there is a
difference between nationalities regarding satisfaction with physical appearance, and
also a difference in gender and caring about how others perceive ones appearance.
At this point students need to put into practice a different set of skills and knowledge in order
to complete the paper. Writing process knowledge involves the skills of drafting, revising,
editing, and proofreading that are necessary for a well-polished text. The drafting process is
described below:
Conclusion
This paper has argued that EAP foundation programs should prepare students to write at least
at the novice disciplinary insider level by the time they leave the program. They must possess
writing expertise. They must situate the writing process within a given discipline. A novice
disciplinary insider draws on different sources of knowledge; subject matter, genre, methods
of argument, kinds of evidence, ways of referencing other experts, rhetorical contexts and
audiences. This paper aimed to teach research paper writing, a specific genre of academic
writing prevalent in many social sciences disciplines, by focusing on these latter kinds of
knowledge.
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Appendix 1:
Structural Template for Empirical Research Report (APA Style)
Title Page
Gives title of paper and authors name; provides a running head that will subsequently
appear before the page number in the upper right-hand corner
Follows format of an APA title page and body of research report (see current APA
manual)
Abstract
Provides one-paragraph summary of whole paper (problem, methods, major findings,
significance of study)
Introduction
Explains the problem to be investigated
Show importance of problem
Reviews previous studies examining the same problem (a literature review) and point to
conflicts in these studies or to unknowns meriting further investigation
Poses the determinate research questions(s) to be investigated
Presents the researchers hypothesis
Method
Describes how the study was done (enabling future researchers to replicate the study
exactly
Often has subheadings such as participants, materials, and procedure
Often provides operative definitions of key concepts in the problem/hypothesis
Results
Presents the researchers findings or results
Often displays the findings in figures, charts, or graphs as well as describing them in
words
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Usually does not present raw data or behind-the-scenes mathematics; data focuses on
composite results
Presents statistical analysis of data to show confidence levels and other advanced
statistical implications or meanings
Discussion
Presents researchers analysis of the results
Interprets and evaluates the collected data in terms of the original research question and
hypothesis
Speculates on causes and consequences of the findings
Shows applications and practical or theoretical significance of the study
Usually includes a section pointing out limitations and possible flaws in the study and
suggests directions for future research
References
Presents a bibliographic listing of cited sources
Follows APA formant (see current APA manual)
Appendices
Provides a place to include questionnaires or other materials used in study
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