DISCUSSION SECTION INTERPRETING THE DATA Tips to write

DISCUSSION SECTION INTERPRETING THE DATA

Tips to write a discussion section 1. Organize the Discussion relating it to the Introduction. ◦ Use the same key terms, the same verb tense (present tense), and the same point of view that you used when posing the questions in the Introduction. 2. Begin by re-stating the hypothesis you were testing and answering the questions posed in the introduction. 3. Support the answers with the results. ◦ Explain how your results relate to expectations and to the literature, clearly stating why they are acceptable and how they are consistent or fit in with previously published knowledge on the topic.

Tips to write a discussion section 4. Describe the patterns, principles, and relationships shown by each major finding/result and put them in perspective. ◦ The sequencing: first state the answer, then the relevant results, then cite the work of others. If necessary, point the reader to a figure or table to enhance the “story”. 5. Defend your answers by giving both sides to the argument, if needed. ◦ (Why are not other answers possible? ) 6. Discuss and evaluate conflicting explanations of the results. 7. Identify potential limitations and weaknesses, but avoid using an apologetic tone.

Tips to write a discussion section 8. Provide recommendations (no more than two) for further research 9. Why are the conclusions important? ◦ Explain how the results and conclusions of this study are important and how they influence our knowledge or understanding of the problem being examined. 10. In your writing of the Discussion, discuss everything, but be concise, brief, and specific.

HEDGERS and BOOSTERS Any linguistic means used to indicate either: (a) a complete commitment to the true value of an accompanying proposition (b) a desire not to express that commitment categorically

Types of hedging USE: make sentences more acceptable and reduce the risk of negation. Shields consisting of modal verbs expressing possibility; semi-auxiliaries (to appear, to seem); possibility adverbs (probably, likely) and their derivative adjectives; and epistemic verbs (to suggest or to speculate) and their derivative nouns. Approximators of degree, quantity, frequency and time (approximately, quite, often). Expressions of the authors’ personal doubt and direct involvement (I believe, to our knowledge) Emotionally charged intensifiers used to project the authors’ reaction (unexpectedly, surprisingly). Compound hedges are composed of strings of hedges. They can be double hedges (It could be suggested that), treble hedges (It would seem likely that), etc

BOOSTERS USE: Persuasive and intensifying value. Assertiveness and conviction. Actually, always, believed, believes, beyond doubt, certainly, clearly, conclusively, decidedly, definitely, demonstrated, demonstrates, doubtless, established, evidently, finds, found, in fact, incontestable, incontrovertibly, indeed, indisputable, indisputably, known, must (possibility), never, no doubt, obviously, of course, proved, proves, realized, realizes, really, showed, shown, shows, surely, thinks, thought, truly, true, undeniably, undisputedly, undoubtedly, without doubt.

DISCUSSION SECTION INTERPRETING THE DATA