저널 논문 작성 및 실습 Scientific writing & practice Ch. 4. Writing the discussion/conclusion

저널 논문 작성 및 실습Scientific writing & practiceCh. 4. Writing the discussion/conclusion Major: Interdisciplinary program of integrated biotechnology Graduate school of bio- & information technology Young-il Lim (N110), Lab. FACS phone: +82 31 670 5200 (secretary), +82 31 670 5207 (direct) Fax: +82 31 670 5445, mobile phone: +82 10 7665 5207 Email: limyi@hknu.ac.kr, homepage:http://facs.maru.net

Unit4. Writing the discussion/conclusion 4.1 Structure 4.2 Grammar and writing skills - ability/capability - possibility/options - probability/belief/expectation - virtual certainty - advice/option - necessity/obligation 4.3 Writing task: Build a model - Building a model - Key - the model - testing the model 4.4 Vocabulary - Vocabulary task - Vocabulary for the discussion/conclusion 4.5 Writing a discussion/conclusion - Write a discussion/conclusion

Unit4. Writing the discussion/conclusion 4.1 Structure Intro moves from a general/broad focus to the narrow/specific subject Interface between two sections Intro Conclusion General backgrounds Revisiting/summarsing Symmetrical structure Literature survey Relationship to existing study Reasons or necessity Contribution/achievement Aims of this study Limitations/future work The discussion moves from the narrow section to a wider, more general focus.

Unit4. Writing the Discussion/Conclusion 4.1 Structure • The title of this subsection varies from journal to journal. As noted in Unit 3, some journals end with a subsection titled Discussion, some end with a subsection titled Results and Discussion and others end with a subsection titled Conclusions. In the first two cases the elements which need to be included in the Discussion are similar. Where there is a Conclusions section, it is short, usually comprising one or two paragraphs focusing on specific aspects of the Discussion. • The Discussion/Conclusion moves away from that narrow section to a wider, more general focus. • The Discussion looks back at the points made in the Introduction on the basis of the information in the central report section. • Let us look again at the four components of the Introduction:

4.1 Structure • When you started the Introduction, you helped your readers move into the research article by establishing that the topic was a significant topic, providing background information and so on. • Following the same pattern in reverse, you end the Discussion/Conclusion by helping your readers move out of the article. • In the Discussion/Conclusion you locate your study in relation to that research map. • you are expected to say to what extent you have responded to that gap or solved that problem. • At the end of the Introduction you wrote about the present paper, creating an interface with the content of your own work so that you could move the reader on to the central report section of your paper; in the Discussion/Conclusion, as we will see, it is common to begin by revisiting some aspect of your work, so as to create that interface in reverse and enable you to move away from the central report section.

4.1 Structure Example for this section with title is: Cognitive-behavioral stress management (CBSM) skills and quality of life in stress-related disorders.

4.2 Grammar and writing skills (Modal verbs) - Ability/capability - Possibility/Options - Probability/belief/expectation - Virtual certainty - Advice/opinion - Necessity/obligation • Modal verbs are often used to modify the “truth value” of a sentence. • You often need to communicate that something is a possible reason, or an obvious interpretation or a probable implication. You have empirical evidence It is possible and perhaps not It is virtually certain but no evidence

4.2 Grammar and writing skills (Modal verbs) - Ability/capability - Possibility/Options - Probability/belief/expectation - Virtual certainty - Advice/opinion - Necessity/obligation • Modal verbs have more than one meaning. • Most modal verbs do not follow standard grammar rules. • Here, the meaning of “can” is: • Here, the meaning of “might” is: • Here, the meaning of “could” is:

Try to match the modal verbs in Column A to their meaning in Column B

Check your answers.

1. Ability/capability: Can

2. Possibility/options: May

3. Probability/belief/expectation: should

4. Virtual certainty: must

5. Advice/opinion: should

6. necessity/obligation: need to

4.2. Modal sentences exercise

4.3 Writing Task: Build a Model - Building a model - Key - The model - Testing the model Write a shot description of what the writer is doing

4.3 Writing Task: Build a Model 4.3.1 Building a model 4.3.2 Key 4.3.3 The model 4.3.4 Testing the model -Begin by revisiting previous research -Which should I choose? • - Revisits the gap/problem • The specific differences - How much detail do I need to provide? -Past Simple, the Present Simple or the Present Perfect

4.3 Writing Task: Build a Model 4.3.1 Building a model 4.3.2 Key 4.3.3 The model 4.3.4 Testing the model • The same as an overview of the results. • Need to revisit or summaries the results. -Find the possible ways in which my work could fit into the picture of existing studies. -Choose studies affected by your work and refer in the discussion. • Different as mapping.

4.3 Writing Task: Build a Model 4.3.1 Building a model 4.3.2 Key 4.3.3 The model 4.3.4 Testing the model -Saying what your results are is the central function of the Results section; -Talking about what they mean is the central function of the Discussion. -Mapping and Achievement - Possible that the work you’re involved in doesn’t have a clear application at this stage.

4.3 Writing Task: Build a Model 4.3.1 Building a model 4.3.2 Key 4.3.3 The model 4.3.4 Testing the model • Mentioning the limitations of your study. • Try to fix the direction of future work.

4.3 Writing Task: Build a Model 4.3.1 Building a model 4.3.2 Key 4.3.3 The model 4.3.4 Testing the model Revisiting previous sections and summarizing key results Comparison with existing research Detailed description of achievements, contributions or novelty Discussion, applications, limitations, and future work

4.3 Writing Task: Build a Model 4.3.1 Building a model 4.3.2 Key 4.3.3 The model 43.4 Testing the model Homework 4-1 Find a paper related to your research subject and print out it. Read the Discussion/Conclusion part of this paper and mark the model component (1, 2, 3, 4, or 5). Make a flow chart of this Discussion/Conclusion with a key concept. Please state this Discussion/Conclusion in terms of weak points, strong points, suggestions for improvement and grammatical errors. Please distribute us your homework and present in the class your homework, using the paper material (without beam project). Each student has 10 minutes for presentation.

Unit4. Writing the Discussion/Conclusion 4.4 Vocabulary

4.4.2 Vocabulary for Discussion/Conclusion - Revisiting Previous Sections - Summarising/Revisiting Key Results - Refining the Implications - Mapping (Relationship to Existing Research) - Achievement/Contribution - Limitations/Current and Future Work - Applications

4.4 Vocabulary for Discussion/Conclusion - Revisiting Previous Sections - Summarising/Revisiting Key Results - Refining the Implications - Mapping - Achievement/Contribution - Limitations/Current and Future Work - Applications

Unit4. Writing the Discussion/Conclusion 4.5 Writing a Discussion/Conclusion Homework 4-2 Write a Discussion/Conclusion on your research topic (for potential publication). Respect the model presented in this lecture and use the vocabularies and expressions learned so far. For citing, use EndNote. Please submit to the teacher by hard-copy. Each student individually has 10 minutes for correction with the teacher.

저널 논문 작성 및 실습 Scientific writing & practice Ch. 4. Writing the discussion/conclusion