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Your exam paper

Your exam paper. Structure. Important parts: Abstract. 4-10 full sentences (Swales 2004 282) Keywords in abstract – ”Google” (Booth 1995 219 220) Which words would other researchers search for when searching your paper – put in abstract Three types of abstracts (Booth 1995 220)

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Your exam paper

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  1. Your exam paper Structure

  2. Important parts: Abstract • 4-10 full sentences (Swales 2004 282) • Keywords in abstract – ”Google” (Booth 1995 219 220)Which words would other researchers search for when searching your paper – put in abstract • Three types of abstracts (Booth 1995 220) • context + problem + main point • context + problem + launching point • summary • Features of a good abstract (Rienecker 2000 311) • Stand-alone: can be understood by non-expert colleagues • Short: 100 – 200 words • Provide basis for deciding whether to embark on reading the paper • Mainly communicates - topic and problem, problem statement, purpose, method, results, - conclusions, recommendations, extraordinary points • Preferably provides bibliographical information: author, source, year, ...

  3. Important parts: Introduction • Elements of the introduction – not necessarily in this order (Rienecker 2000 298) • Topic – focussing on problem • Problem statement + motivation • Purpose • Definitions • Hypotheses • Approach • Theories • Methods + motivations • Theories + frame • Empiri • Focus • Organisation of the paper • The introduction: present the project, not the doubt (Rienecker 2000 304) • Creates the reader’s expectations – they should be as positive as possible • Say what you want to do and how

  4. Important parts: discussion • They should go beyond the results (Swales 2004 269) • They should be more than summaries (Swales 2004 269) • Compared to summaries they should be (Swales 2004 269) - more theoretical - more abstract - more general - more integrated with the field - more connected to the real world - more concerned with implications or applications • ”In the discussion section you should step back and take a broad look at your findings and your study as a whole” (Swales 2004 269 278)

  5. Important parts: conclusion • The conclusions should answer the following questions (Rienecker 2000 305) • What have you found or arrived at? • Have you achieved your goal? • How appropriate were your theories and methods wrt. the purpose? • Have you gained insight re. problem, methods, framework? • Who can use your results? • What don’t we still know? • Which avenues should be investigated? • Use the same elements as in the introduction – just in reverse order (Booth 1995 236) • Start with your main point • Be sure to use the same language as in the introduction • State the significance of your findings or points – should be the answer to the question ”So what?” in the introduction • Call for more research

  6. Academic Writing • Materials Compiled by Anker Helms Jørgensen, who teaches our phd students this topic • All material comes from: • (Blåsjö 2000)Blåsjö, Mona (2000): Uppsatsens yta och djup - Studenters skrivutveckling mellan B- och C-uppsats [Surface and depth of the student essay. Writing development of university students.] TeFa report 33, Dept. of Nordic Languages, Stockholm University. • (Booth 1995)Booth, Wayne C., Colomb, Gregory G., and Williams, Joseph M. (1995): The Craft of Research. Chicago: The University of Chicago Press. • (Heltberg 1997)Heltberg, Eva and Kock, Christian (red): Skrivehåndbogen [The Writer’s Handbook]. Gyldendal, 1997. • (Rienecker 1997)Rienecker, Lotte (1997): Den gode opgave – arbejdsprocesser og kvalitetskriterier i opgaver på humaniora [The Good Essay – work processes and quality criteria in essays in the Humanities]. Gyldendal. • (Rienecker 1999)Rienecker, Lotte and Jørgensen, Peter Stray (1999): Opgaveskrivning på videregående uddannelser - en læreRbog [Writing essays in higher education – a Teacher’s handbook]. Frederiksberg, Samfundslitteratur. • (Rienecker 2000)Rienecker, Lotte and Jørgensen, Peter Stray (2000): Den gode opgave - opgaveskrivning på videregående uddannelser [The good essay – writing essays in higher education]. 2. udg. Frederiksberg: Samfundslitteratur. • (Rieneceker 2005)Rienecker, Lotte and Jørgensen, Peter Stray (2005): Den gode opgave. Håndbog i opgaveskrivning på videregående uddannelser [The good essay. Handbook in writing essays in higher education]. Samfundslitteratur. • (Swales 2000)Swales, John. M and Feak, Christine (2000): English in today’s research world – a writing guide. University of Michigan Press. • (Swales 2004)Swales, John M and Feak, Christine B. (2004): Academic Writing for Graduate Students – essential tasks and skills. Univ. Michigan Press. 2nd ed.

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