This summary provides a complete overview of the BB2 course and has all the information you need for the exam. The different sections deal with the different research proposal sections and their goals and structure. Furthermore, examples are given. Overall, all lectures are summarized in this docum...
BUILDING BLOCKS 2 – SUMMARY PERIOD 1
Typical structure of research article
> Title and Abstract
> Introduction
> Method
> Results
> and
> Discussion and Conclusion
Session 2 – Titles and Abstracts
Title > goals > attract readers
> identify the field of study
> distinguish your paper from all other in the field
> structure > concise yet specific
> indicates main topic of study
> indicates scope of study
> self-explanatory
> can have subtitle (with colon) > problem: problem
> general: specific
> topic: method
> major: minor
> language > contains 15 words or fewer
> contains minimum of punctuation
> key word near beginning
> common structures > announces main topic and approach
> announces aim
> makes general statement that is refined after colon
> announces topic and 1+ variables
> focuses on conclusion
> addresses issue as question
Abstract > goals > provide overview of study (summary)
> help readers decide whether they will read entire article or not
> structure > 5 elements that mirror research report sections
background simple present tense
information
principal activity, simple past tense
purpose, hypothesis
methodology simple past tense/passives
results simple past tense
conclusions/discussion present tense/tentative verbs/modal auxiliaries > should be
implicit or explicit (with headings for each)
> avoid > only introducing topic
> providing details of data, results, significance
> including information that is not in body of article
> discussing your hopes for the article
> footnotes or citations
> quotations
> abbreviations, symbols or acronyms (unless absolutely necessary!)
Session 3 – Introduction
Goal & structure
> 5 stages/elements 1. create setting: give general statements about field of research and
specific research issue, and introduce your topic
2. literature review/theoretical framework: provide information on
aspects of phenomenon/issue that other researchers have studied
already
3. gap statement: based on literature review, indicate what still needs to
be researched
, BUILDING BLOCKS 2 – SUMMARY PERIOD 1
4. purpose of study and present research question and sub-
questions/hypotheses
5. (justify your research: value, contribution to existing theory)
Language use: Tense
> simple present > reference to background information
> general acceptance as fact/claim within the discipline
> you believe is still true and relevant, even though research was
conducted in past (personal opinion)
> what is known to occur regularly
> general statement (or research purpose)
> present perfect > reference to previous research, asserting to what extent they have
established firm research foundation
> recent/current = connection between past and present
> what has been done <> what is known to be true now
> simple past > reference to actions that took place (at specific point) in past
> introduce other scholars’ research (in support of general statement in
literature review)
> describe research steps of completed study (when announcing
research purpose)
Language use: Citations
> short description of specific information source > in reference list
> Why? > to give credit to the sources you used
> to provide information needed to find the cited source
> APA in-text reference, APA reference in reference list
Style Orientation Example Tense Example
information Characterization of a country reporting The factors that influence
prominent as a high or low uncertainty general facts negotiation outcomes are
avoidance culture applies at = present tense still poorly known (Rusch &
the societal level (Hofstede, Posch, 2019).
2001).
author strong Hofstede (2001) argued that findings Jones (2001) showed that
prominent author characterization of a country presented as female meeting
orientations as a high or low uncertainty restricted to participants initiated
avoidance culture applies at one study interruptions significantly
the societal level. = simple past less frequently than their
male counterparts.
findings Jones (2001) shows that
presented as female meeting
general fact participants initiated
= present tense interruptions significantly
less frequently than their
male counterparts.
findings Van Bennekom (1987)
presented as proposed that age
tentative = may/might/could be an
simple past important factor in
tentative + vocabulary acquisition.
modal
auxiliary
weak author Several researchers have focus on One study has found that
orientation argued that characterization research of meetings are most
of a country as a high or low several studies effective when a discussion
uncertainty avoidance culture = present leader is present (Jones,
applies at the societal level perfect 2015).
(Hofstede, 2001; Jordan,
2011).
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