CSEM03 REPLI

How to critique the writing of an authors research review or paper

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Objectives
At the end of this session you will be able to: Identify the required structure of an academic research paper Identify how to write critically

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Guide to the process of writing a critical review of the literature An author will
select a topic to review Be clear who they are writing for, who their audience is produce a guiding concept or build a theoretical structure that can explain facts and relationships between them Which may or may not lead to the formulation of a theory
University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Structure of a scientific research paper

Title Authors (your name) Abstract (normally about 100-200 words) Introduction Describe the problem youre investigating, why it needed to be investigated (including key citations) Point out problems, infer hypotheses, Method: Subjects (or data) Design Method (if scientific)

Results Descriptive statistics, These describe the data you have collected inferential statistics these allow you to infer whether any differences were found between the groups Discussion
Conclusion References This needs to be in the format of the Journal that you are submitting - for this module use the Harvard referencing system (see the module handbook for details).. Be precise with the exact format

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

A review paper
Title Authors (your name) Abstract (normally about 100-200 words) Introduction Put your approach in the context of the key papers on the subject covered Describe the problem youre investigating, why it needed to be investigated.. Point out problems Main headings Arrange your content not as descriptive headings but as pointers to your argument Citations in the text always include the date with authors surname E.g. it was found by Turner (2000) that

Discussion Start with a brief summary of your main findings, are there any implications from your findings? References Use Harvard referencing system
eg Dabbs, J.M., Chang, E.L., Strong, R.A., and Milun, R. (1998). Spatial ability, navigation strategy, and geographic knowledge among men and women. Evolution and Human Behaviour, 19(2), 89-98

These should be in alphabetical order at the end (not in footnotes) Every assertion that you have made in your Introduction, main section or discussion needs to be backed by evidence in the form of a citation .

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Components of a paper
Abstract This should summarise the context of the paper, your approach, possibly the methods used and the main findings It should be capable of being read separate from the paper (so dont put citations in it)

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

A mobile clinical e-portfolio for nursing and medical students, using wireless personal digital assistants (PDAs) Bernard Mark Garrett and Cathryn Jackson 2006
Abstract

Objectives of the research

Methods used

Conclusions/Discussion
Did the results support your hypothesis? or enabled you to attain your objective? Discuss briefly how information from this project expands our knowledge about the category subject.

This paper outlines the development and evaluation of a wireless personal digital assistant (PDA) based clinical learning tool designed to promote professional reflection for health professionals.The Clinical e-portfolio was developed at the University of British Columbia School of Nursing to enable students immediately to access clinical expertise and resources remotely, and record their clinical experiences in a variety of media (text, audio and images). The PDA e-portfolio tool was developed to demonstrate the potential use of mobile networked technologies to support and improve clinical learning; promote reflective learning in practice; engage students in the process of knowledge translation; help contextualize and embed clinical knowledge whilst in the workplace; and to help prevent the isolation of students whilst engaged in supervised clinical practice. The mobile e-portfolio was developed to synchronise wirelessly with a users personal Web based portfolio from any remote location where a cellular telephone signal or wireless (Wi-Fi) connection could be obtained. An evaluation of the tool was undertaken with nurse practitioner and medical students, revealing positive attitudes to the use of PDA based tools and portfolios, but limits to the use of the PDA portfolio due to the inherent interface restrictions of the PDA.

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Introduction
This should
set the scene critically assess the main papers written in this field (for example you may want to follow the approach used by a cited author) introduce the how the paper is structured (this is normally the last paragraph).

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Main text
Sections should follow on logically from each other and follow an argument not just list many subheadings covering descriptions of aspects of the subject Clearly articulate the main issues that emerge from their perusal of the literature Use citations to support their assertions

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Conclusion
This may be preceded by a discussion (of the results if your research paper is describing results of an experiment) Conclusion: Review paper
Summarise the conceptual approach (logical and summative) taken and discuss the main points that have emerged from the literature review

Experimental work:
A summary of their interpretation of the data and results of the experiment (summative conclusion).It should restate the hypothesis and whether they found the hypothesis to be true or false. They should also comment on how the results of the experiment satisfied the original research question.
University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

References
For Sunderland assignments:
These should be written in the Harvard style Do not put numbers before the referencesreferences should be cited by Author name and year in the main body of the paper, not be numbers Most of the references should be to peerreviewed academic journal papers, some recent books and web references kept to a minimum
University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

How to produce a structured report

There is a convention for writing reviews/ research papers The exact order and content may differ but all papers have the same basic structure Different Academic Journals require specific requirements about length, format, referencing style so if you want to be published you must write in the required format Every section should follow logically, you construct your argument as though you were stringing beads, one point logically follows another.
University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Preparing to write academically

Practice It is difficult to write concisely You must be objective You must not use unfair tactics
Rhetorical questions Appeals to authority Exaggeration Use of unsupported assertions
University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

The need for revision of your writing

Writing means rewriting and rewriting It may read ok to you but you are too close to the work. Leave time in your planning for someone else to read over your work No-one can write a perfect piece of prose at a first attempt.

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Ethical issues in gathering data/ information research You must obtain permission from an organisation before approaching people This is a basic courtesy and you may well need consent from the Ethics Committee at the University to conduct the study E.g. The British Psychological Society has produced ethical principles for Research with human subjects
University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Issues
Encroachment on privacy Confidentiality Seeking guidance from more experienced researcher if subjects ask for advice on educational, personality or behavioural problems Safety Care when researching children Not collecting data ostensibly for one purpose but the subjects are not told the real purpose
University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

What can go wrong

A notorious example is where pathologists took tissue samples from dead children for research without the consent of their parents Considerable distress was caused when parents realised that children had been buried with parts missing (like the brain)

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Stripping pituitary gland tissue and selling it to pharmaceutical firms in the US

http://news.bbc.co.uk/1/hi/health/860235.stm
There were never any consent forms or correspondence from relatives Fred Foreman, former mortuary assistant But it has refused to confirm claims made by a former mortuary assistant that the practice usually took place without the knowledge or consent of grieving relatives. The practice was exposed by Fred Foreman, who worked at Liverpool's Fazakerley Hospital in the 1960s and 1970s. He said the glands, found just below the brain, were used to manufacture growth hormone used to treat children. Some were also sold to pharmaceutical firms in the US for the development of fertility treatment. Mr Foreman said although he was disturbed by the practice, it was widely accepted as part of the job. Statutory scheme He said: "There were never any consent forms or correspondence from relatives. "They had no idea what was happening and would have been devastated if they had known." Glands were routinely stripped from dead bodies without consent so they could be used in research, it has been claimed. The Department of Health has admitted that hospital workers were paid to remove pituitary glands from dead patients.

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4

Summary
This lecture has introduced you to the following issues: the required structure of an academic research paper how to write critically An appreciation of the ethical issues in writing research

University of Sunderland

CSEM03 R.E.P.L.I.

Unit 4