Comparing common structures of research papers

Analyzing and comparing common structures of two research papers

In the following paper, the articles written by Kelders, Van Gemert-Pijnen, Werkman, Nijland, Seydel (2011) and Gorski (2008) will be analyzed, explored and contrasted according to their results, discussions as well as the conclusions sections. They shall be also compared in terms of their underlying structure, linguistic characteristics as well as American Psychological Association (APA, 2010) standards for the formatting of research papers.
In their research paper, Kelders et al. (2011) separate the results section from the discussion one. Both of them are highly descriptive. In fact, the result section presents the findings of the research and includes three sub-sections. Kelders et al (2011) also make use of several tables to present specific data and make comparisons between data aspects. There are also specific mathematical expressions which were included in the descriptive analyses of baseline variables: “Mean scores were respectively 2.2(SD 0.6) versus 2.1 (SD 0.6); (F1, 267=4.109, P=.044)”; (Kelders et al., p. 40). As to the use of verb tenses, Kelders et al. (2011) have occasionally used the passive form. In fact, in the Effectiveness section they state: “In addition, ITT analyses were performed on all outcome variables” (Kelders et al., p. 42). Besides, they include the passive form with the modal verb could in order to refer to the differences between pre-test and post test scores. They remark that “these differences could not be attributed to the intervention according to the ITT analyses” (Kelders et al., p. 42).
Taking into account the APA standards for the formatting of tables, the ones included by Kelders et al. (2011) in the results section of their paper meet some of these guidelines. All of them are numbered; they include horizontal lines to separate information and all their elements are double spaced. However, these tables do not begin on separate pages. Furthermore, their headings and titles are identical. Although titles express the contents of the tables, they are not presented with each word either italicized or capitalized. Headings are not positioned flush right, either. Nevertheless, there are two important APA (2010) requirements that Kelders et al. (2011) took into consideration when designing the tables of their paper. All of them describe the results of pertinent quantitive data as well as present a large proportion of information in a small amount of space so that the reader can easily understand and compare the data stated in tabular form.
In the paper written by Gorski (2008) the Results section is introduced under the name findings in a separate section. The author opted to write the results first and then, discuss them in a separate section. In the findings or results one, the data is summarized in a text. What is more, Gorski (2008) includes the most important aspects and data of his research in four paragraphs. After that, the researcher describes in a section called A New Typology of approaches to Multicultural Teacher Education in which the emergence of five approaches is clearly explained and analyzed in different subsections and in a table.
In the section where the results are described, Gorki (2008) includes a table to describe some general information about the new approaches to MTE. Besides, it is double-spaced and it has a brief and concise title which introduces the reader to the new information. Each column has a specific column heading. The titles of these columns are Approach, Contextualizing frameworks, Objectives and Course organization. Regarding the use of abbreviations, the one which is mostly used is e.g. -exempli gratia- to exemplify something that has already been explained. Parenthesis seem to be used to make a comment from the rest of the idea and there is also an expression in italics showing emphasis in what it is described, “With an emphasis on deconstructing an acting against oppression” (Gorski, 2008, p. 313). It is also important to mention that the table was reproduced by Gorski (2008) but giving credit to its copyright holder, in this case, Jenks et.al (2001) (Gorski, p. 312).
With respect to the use of verb forms, the predominant tense in the results section seem to be the past. In fact, Gorski (2008) describes the outcomes that are related to the main questions or hypothesis of the paper by making use of different past forms. For instance, when Gorski (2008) states the results, he utilizes the past passive voice: “A majority of the syllabi -58%- were dominated by elements of “critical multiculturalism” (p. 312). The presence of percentages is also common in this section, “(…) the fact, for example, that 71 % of the syllabi describe “multicultural education” courses that appear inconsistent (…)” (Gorski, 2008, p.312).
Another important part of a research paper is the discussion section. It is in this section of their paper that Kelders et al. (2011) include the main findings with reference to the initial questions that gave rise to the research study. The sentence which opens this section shows this connection; “The results showed that the HWA was not used as often as intended” (Kelders et al., p. 43). There are also some references to the reviewed literature as Kelders et al. (2011) compare results with those obtained in the previous studies: “This finding might seem contributive but it concurs with recent findings on the motivation to use e-consultation” (Kelders et al., p. 44).
Regarding verb forms, Kelders et al. (2011) use a variety of verb tenses. In fact, although the predominant verb tense is the simple past, simple present, present perfect as well as past perfect are also used. What is more, there is ample use of modals such as might, should, can, could and would in order to emphasize possibility and advice. “We should try to take into account the specific barriers and opportunities of e-health interventions (....)” (Kelders et al., p. 46) is an example of the way in which the authors employ these kinds of modal verbs.
In this aforementioned section, Gorski (2008) evaluates and analyzes the problem in question. What is more, the researcher compares the outcomes with those he has found in other proven literature, for example when he states “Overall, this study suggests, like the literature preceding it, that most multicultural education courses are not designed to prepare teachers to do the full work of multicultural education” ( Gorski, 2008, p. 317). As regards verb forms, there seem to be a variety of verb tenses used in this RA. However, the most common verb tenses found were in the simple present and the simple past. An example in the simple present can be “it requires us to help teachers understand that respecting diversity means little if this respect does not inform practice” (Gorski, 2008, p. 316). Taking into account the already mentioned use of the past simple the following example can be mentioned “As I reported earlier, many of the syllabi that reflected the Teaching as Resistance and Counter-Hegemonic Practice approach contained elements of other approaches” (Gorski,2008, p. 316).
Gorski (2008) also makes a frequent use of the modal might to express uncertainty. For instance, this can be reflected in the sentence “only twelve syllabi (26.7 %) seemed designed to prepare teachers to be what might be called authentic multicultural educators (Gorski, 2008, p. 316). The use of the past passive voice is also utilized in this section: “Most of the courses were not designed to prepare teachers to identify or eliminate educational inequities” (Gorski, P., p. 316).
The Conclusion section is another important part of this RA. It is under the name of conclusion and moving forward. In this part of the article, Gorski (2008) shows the problem but giving his conclusions and recommendations about the issue of his research. An example of a conclusion drawn by the author is “This study uncovered several points related to MTE which are ripe for scholarly attention: (....)” (Gorski, 2008, p. 317).
The modal verb must in the passive voice is employed to express a kind of recommendation from the researcher “The typology itself must be strengthened and defined through additional inquiry (…)” (p. 317). It is also important to mention that the researcher wants to end his paper with two open questions: “What exactly, do these courses intend to teach teachers to do and be? And what are the implications of this for educational equity and social justice-the roots of multicultural education?” (Gorski, 2008, p.317). In such a way, he opens a new discussion and invites readers to reflect on further causes and possible solutions to the issue previously mentioned.
To sum up, the fact of comparing and analyzing the results, discussions and conclusions sections of both articles has lead to do a deep reflection on each of them. It is also important to mention that although one paper is related to the field of medicine and the other is concerned with an educational issue, in both of them the most essential aspects and sections of research studies have been shown and taken into consideration.



















References

American Psychological Association (2010). APA formatting and style guide. Retrieved May 2011 from http://owl.english.purdue.edu/owl/resource/560/01/

Gorski, P. (2008). What we´re teaching teachers: An Analysis on Multicultural Teacher Education Coursework Syllabi. Teaching and Teacher Education, 25, 309-318. Retrieved April 2011 from http://www.elsevier.com/locate/tate.

Kelders, S., Van Gemert-Pijnen, J. , Werkman, A., Nijland, N., & Seydel, E. (2011). Effectiveness of a Web-based Intervention Aimed at Healthy Dietary and Physical Activity Behavior: A Randomized Controlled Trial About Users and Usage. Journal of Medical Internet Research, 13, 32. Retrieved April 2011 from http://www.jmir.org/2011/2/e32/.