Post #17: Looking Back
While this course was hard, I think it really was worth it. In the beginning, I was worried about being able to make this paper 15 pages. I truly did not believe I was going to be able to write that much. Now, I am way beyond fifteen and could probably keep writing because of all of the research I have collected. At the start I really thought that I was not going to be able to keep up with the work-load. All of the assignments that were piled into the beginning really forced me to consider dropping out of the class. I am really glad I didn’t. I am very proud of the work I completed and would have been bummed not to have seen its big finish.
All of these fears were vanquished after we got done with the literature review. I absolutely hated researching in the past; but because this was a topic I really am passionate about, research was no longer something I hated. I got over my fear of research really quick. Also, as the semester went by the work slowly got a little less time-consuming. This helped me a lot, especially in my other classes.
In the future, I hope to get positive feedback from publishers about my article. Best case scenario, I hope to get published! I really want to do more work on the research I have collected, because it could prove a lot more than what I set out to prove.
In this class, my proudest moment was actually outside of it. My personal high in this class so far was presenting at the Gender and Sexuality Symposium a couple of weeks ago. It was so amazing, and I loved the feedback my audience gave me at the end. They were exactly the questions and comments I had hoped to get.
What will most stick with me at the end of this course, will probably be the work ethic and time-management skills that I gained. Before this class, I thought I had those skills and that they were well honed. I was definitely mistaken. I am glad that I now know what it means to work for a grade that isn’t in a science class. I am an excellent studier, but through the skills that I have gained and sharpened in this class I can now say I am also a good project completer.
Post #16: Reflect on Research Process
I believe that the most important part of this process for me was completing the Blog How To’s. They basically were designed to teach us how to complete ever section of this paper. Had I not successfully researched how to write certain parts of this research assignment, I would not have completed a good paper.
The best feedback I received throughout this process was simply the reactions from people in the class. During this semester I spoke aloud a lot about my topic, and to hear what people had to say or what they expressed facially about it really let me know whether I was on the right track or not. It is good to know as you are doing something that you are doing it correctly; otherwise you end up at some point just ruining the rest of it. I was glad that my peers were honest and upfront with me.
The most difficult part for me during this project was compiling all of my data. I didn’t realize until I had my research completed that I had bitten off a little more than I could chew. I am glad that I was thorough and unique in my process, but my project basically ended up being two big experiments combined into one research paper and that is very time-consuming.
The easiest part of this project for me was the collection of all my data. I absolutely loved the face-to-face contact that I got out of my interviews. I also loved what I was doing while I was doing it. Making the surveys, releasing them, collecting them…all of that was a good time for me. And it is very easy to do what we love.
I believe my final essay is strongest in its results and discussion section. I basically tell all and wrap it up in a way that is exciting and a way in which I think my audience will most want to hear. This is a really great topic and it is a topic that I believe my peers really do want to hear about. This section does not disappoint, at least in my opinion.
Post #14: Results, Discussion, Conclusion and How To
- The purpose of the results section is to display your data in an understandable way for your reader/audience.
- All data in the form of charts, graphs, tables, etcetera should be displayed as well as an explanation for each presentation of data collected. The reader should be able to go through independently and understand what is shown.
- Common problems include repetitions of data, or inclusion of too much data or data that is not meaningful.
- When giving results, they can be displayed in full and then commented upon in discussion, or displayed in part with a discussion included by sections.
- Organization of data largely depends on the methods used in research.
- Any references to other parts of the paper or any additional information should be included in the appendix with “(See Appendix__)” included (“Writing up research,” 2003).
- When writing the discussion session, keep in mind not only the new data, but also what was already known about the topic under experimentation.
- Going back to the introduction to discuss the original hypothesis, and whether or not it was upheld or disproved by the data is necessary.
- Inquiring about how the data has pushed the boundaries of information of the topic further may also add strength to a discussion section.
- While writing this section, use the active voice.
- Discuss each part of the results, in the order in which you presented them. It is not necessary to repeat them, but if a writer wishes to they may use “bridging sentences” that inquire about previously stated data (2008).
- Relate the data and research done in the present to what has been done before. The results of the study now hold weight with other studies, and it is necessary to relate them to make the new research more valid.
- Never give new results or data in this session. No data that is not previously mentioned should be brought to light later in the discussion section (“How to Write,” 2008).
- Conclusions let readers know what they are supposed to remember, or what is supposed to matter to them about the paper.
- The conclusion gives the opportunity to refocus thoughts, points made, important information stated, etcetera. It is a final chance for the author to say what they need to say.
- The conclusion is a chance to add your topic to the broader spectrum by tying it into other documents.
- If all goes well, a conclusion should make the reader feel happy about having spent time reading the paper.
- A strategy to writing an effective conclusion is to ask yourself “so what?” This makes an author focus in and answer any questions a reader might have left.
- It is important to maintain the strategies and writing styles that were used in the introduction, because it makes the entire paper have good flow.
- Include possible extensions to the project : i.e., further questions, actions that could be taken, or solutions to possible problems in the present study (“Conclusions,” ).
- To write a results section, one must completely omit subjective findings. The data included should be completely objective, and the discussion sections includes interpretations of the data or the subjective data.
- Be sure to summarize the data, and if possible use tables, charts, etc.
- There should include a section with descriptions of what each data section means.
- Avoiding interpretting results in this section; this is for the discussion part of the paper.
- Never repeat data.
- When discussing results, the past tense should be used.
- Each table or chart of results should be titled, numbered, and contain a heading (Caprette, 2007).
- The entire purpose of the results section is to shape what you found in relation with what is already known about the subject.
- The discussion should directly relate to the hypothesis is terms of hypothesis or questions posed. This is where the hypothesis adressed in the intro are either upheld or disproved, and the questions either answered or not.
- Be concise; these sections can become way too wordy and drawn out, and it is important to keep the reader throughout the entire paper.
- There should be discussion for each result named earlier.
- In a discussion, it is not unlikely to use “findings of others” to interpret the results of the current study. Those references should be included and cited in text as well as in the work cited (“Discussion section,” ).
- If a paper’s argument has many angles, and could be considered complex, it may be necessary to summarize the argument and the main points in this part of the paper.
- Reiterate the significance of the findings from the data.
- Explain generally how the research done is important to the topic as a whole.
- Suggest what could be done in later research, or how the research done could be improved upon in later experimentation.
- This is the last chance to wow the reader, but also make sure that the conclusion is written similarly to the introduction in the effects of style (“Planning and writing,” 2009).
Work Cited
Caprette, D.R. (2007, August 20). Writing research papers. Retrieved from http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html
Conclusions. (n.d.). Retrieved from http://www.unc.edu/depts/wcweb/handouts/conclusions.html
Discussion section. (n.d.). Retrieved from http://psych.hanover.edu/Classes/PSY220/ResultDisc.htm
How to Write a paper in scientific journal format. (2008, September 25). Retrieved from http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#discussion
Planning and writing a research paper. (2009). Retrieved from http://writing.wisc.edu/Handbook/PlanResearchPaper.html#conclusion
Writing up research results. (2003). Retrieved from http://www.languages.ait.ac.th/EL21RES.HTM
Post # 15: Peer Review Project Reflect
Personally, I learned more about the different writing styles that people use. Different people use colons, and semicolons more or less and some people even use styles I have yet to really see before this project. It was a good experience for me because now that I have seen what others have done in a more holistic way than the blogs can show, I will incorporate their good ideas into my paper. It forces me to critique my own paper as I critique another’s.
Another thing that I was forced to observe was my own grammar. Though I write well in theory, my construction and semi colon use needs a little work. Reading another person’s paper helped me see what I can do with certain areas of grammar, so I am hoping that after editing my paper again it will have more strength in this area.
While I enjoy peer reviewing, I sometimes worry that I am either to harsh or to gentle on my fellow students. I am hoping with future peer review projects I will get more comfortable.
Post #9: Close Reading
Paragraph 1: Jones intends to interpret the orgasm according to Darwinian Theory; meaning that she will use the idea that the trait is a product of evolution.
Paragraph 2: Her ideas will consider only heterosexual sex, and will not consider assumptions about orgasm in the argument.
Paragraph 3: She suggests that certain traits are inherited through genetics, and that sex may be one of those traits due to the differences in refractory period difference between females and males.
Paragraph 4: She also suggests that due to sexual selection, multiple orgasms may have been a product.
Paragraph 5: The sexual response cycle (excitement phase, plateau phase, and an orgasm resolution phase) could have been a result of humans displaying their physical strengths.
Paragraph 6: The only argument against this theory is the fact that orgasm is energetically costly for humans. Therefore, more research needs to be done to disprove this idea.
Paragraph 7: In this research, faking orgasms was explained. Jones suggests that the reason that woman fake orgasm has to do with men needing woman to be satisfied to experience a full orgasm.
Paragraph 8: In order for Jones’ theory to be correct, more studies need to be done on what makes up a female orgasm. Information and statistics for men support the theory, but the data is lacking on the female aspects.
(Jones, 2007)
Paragraph 1: The first paragraph relates to modern studies over-emphasis and biased framework in the female orgasm. It suggests that more evidence needs to be done on male orgasm as well as different aspects of female orgasm.
Paragraph 2: The second paragraph seeks to disprove what is known about the female psychology associated with orgasm.
Paragraph 3: This paragraph points out a lack of studies done about the subjective experiences of orgasm, and the adjectives related with it.
Paragraph 4: In this paragraph, the writers seek to justify why a multi-dimensional analysis of orgasm may be more beneficial to the research world.
Paragraph 5: The next paragraph explains what the study will consist of: a three step research examination of orgasm using adjective scales and participant feedback.
Paragraph 6: A subject pool was put together and an adjective rating scale was created to attest participants’ subjective experience with orgasm.
Paragraph 7: The next paragraphs included the characteristics and requirements of male and female participants in the study.
Paragraph 8: This paragraph gave a short summary the adjective-survey/questionnaire given to the participants.
Paragraph 9: The questionnaire was issued to a group, and none of them had to give names for the study. All of the present participants completed the given study.
Paragraph 10: This paragraph described why certain information and feedback was eliminated from the study.
Paragraph 11: This next paragraph deals with the reliability of the data, and how the study made the data more reliable and consistent.
Paragraph 12: The writer discussed how they grouped the data and the components. They also gave some ratios and equations that they used.
Paragraph 13: They displayed the grouping that the data went into.
Paragraph 14: They used 1 and 2 for different components of orgasm, to display masturbation or sex with a partner for each adjective rating.
Paragraph 15: If adjectives were extremely similar, the less responsive adjective was dropped.
Paragraph 16: Adjectives were grouped according to similarities and responses. The writers gave general grouping examples.
Paragraph 17: The next section discussed how different models come up with different data. According to the paragraph, multi-dimensional models seemed to be best.
Paragraph 18: This included the results according to the pleasurable satisfaction and emotional intimacy category of adjectives.
Paragraph 19: Women were discovered to have higher scores in emotional intimacy for sex with a partner.
Paragraph 20: There were also slight differences in men and woman for partner satisfaction in a sexual partner situation.
Paragraph 21: They gave a few adjectives used and gave the gender results for each.
Paragraph 22: Flushing as an adjective was held to be higher in results for woman.
Paragraph 23: The writers deduced that the adjective rating scale was a good way to obtain reliable results. They also suggested that future studies should obtain more components to make it more multi-dimensional.
Paragraph 24: There is much needed clinical assessment of this research.
( Mah, & Binik, 2002)
The introduction basically proves what the point is going to be of the paper. It contains a lot of valid information, but it is to catch the reader’s attention. The literature review tells us what has already been done in the scope of the field in which the paper is written in. In both papers, the author hooked our attention by adding in facts that may stun us, or by discussing what they themselves found interesting about the topic. In a paper A, B, and C are in the introduction, then the methods, results, and conclusion in that order.
Blog #13: Putting It All Together
When putting all three of my papers together (methods, lit. review, and introduction) I had to add a few paragraphs that I didn’t initially have so that the flow of my paper could be better. Otherwise, my paper sounded fragmented and jumpy. Also, I reread my paper and made corrections as I added sentences here and there so that the entire paper made sense as a whole.
At this point, my methods section needs the most editing. I am not entirely sure that I will be doing exactly what I initially said I was going to do, so I am sure I will cut out a lot of what is written. Also, I will need to add a lot to whatever remains, because I am intending on writing my interview questions and surveys before I finish this particular section.
From here, I will create my interview questions, obtain participants, set up interview times, create a survey, hand-out my survey, and then begin collecting data. I also intend on taking what has been completed so far of my paper to the writing center for editing in grammar and content. The flow of my paper needs a little work, so I am hoping my classmates and the workers at the writing center can help me with that as well.
Post #12: Participants
In my research, I will be using undergraduate and if available graduate students as my participants. They will be heterosexual males and females, that will be in committed or non-committed relationships. Culture and religious perspectives will not be considered in this study. It is my hope that I will find participants for my interview in my classes, and participants for my survey all over campus at random selection. For my interviews, I will need about five couples (five males, five females). But for my surveys, I am hoping to get fifty random people of different genders to question. In respect to this research, participants’ privacy could be considered in danger. Sex is a topic that many consider private, and by questioning their private sexual lives I could be threatening how they view the safety of their privacy. To help protect their privacy the surveys will remain anonymous. In the instance of my interviewing, I will ask the questions personally and have a consent form available for them to sign. This consent form will also contain a section devoted to ensuring that everything stated will remain anonymous.
Questions pertaining to my methods section include confusion about materials. A lot of what I have found on how to write methods states that I have to include a list of materials used in my study. I do not know whether or not I should include this, so I will look at examples to find the answer to that question.
Post #11: Method and Research Design
- The methods section is designed to tell readers how the data was collected and how it was interpreted or analyzed.
- Providing a methods section means telling the reader what you did to collect data. This can mean handing out questionnaires or conducting personal interviews.
- Methods sections allow the reader to decide upon the validity and reliability of your information.
- How you conduct your experiment, or your method, should directly relate to what you are researching.
- There are a few common problems that can result when writing a methods section. An unnecessary description of a procedure, or the failure to include relevant procedures or conclusions are common ones.
- The methods section should be in your paper after the literature review, but before the results and discussion section.
- Some helpful hints when writing your methods section include keeping notes of what was done, when it was done, and why it was done; keeping in mind the audience, and avoiding the word “I (“Writing up research:,” ).
- The method section of a research paper is important because the validity of a paper is based primarily upon it.
- It should include a “clear and precise” description of the experiment and how it was conducted as well as why the way the experiment was conducted was chosen (Kallet, 2004).
- The methods section should explain what was done to answer the research question at hand, how it was done, and how the data collected was analyzed or interpreted.
- The methods section should also include, if necessary, a list of materials used. Why the materials were used, and how they were used should also be mentioned.
- If any calculations were performed in the experiment with the data or in any other aspect, the calculations should be included.
- All descriptions of the experiment should be in chronological order (Kallet, 2004).
Reference List
Kallet, R.H. (2004). How to Write the methods section of a research paper. Respiratory Care, 49(10), Retrieved from http://www.rcjournal.com/contents/10.04/10.04.1229.pdf
Writing up research: method and research design. (n.d.). Retrieved from http://www.languages.ait.ac.th/el21meth.htm
I think the most important thing that the above articles included was the idea that your method of research should be directly relavent to your topic. How you conduct your research is important because it can be very related to the validity of your paper. If your population sample is small, but you are researching minute details in relationships, that may still be okay. But if you are researching general assumptions about a culture as a whole, it may be important to increase your population sample size by possibly using a questionnaire.
Post #10: Rubric
I gave Mr. Dubner a 4 in response to question posed, because what he was trying to answer was indeed interesting and had a lot of potential.
In the category of content and information because Mr. Dubner lacked credible information and data to back up his claims, I gave Mr. Dubner a 2.
Because he also lacked substantial research in general, his use of the little research he did have was too thin to spread. This resulted in the granting of a 2 as well in the “use of research” category.
Although Mr. Dubner quoted theories of others and general trends and data, he should have had a significant number of citation and references. However, I failed to notice any in his article. Therefore, he was awarded a 1 for citations because of his complete failure to give credit to those before him.
In the area of mechanics/punctuation/etceta, I gave Mr. Dubner a 3. His paragraphs had flow issues at times, but he was decent at punctuation and grammar.
At times, I was unclear who his article was intended for. I now am assuming it is for the general public. However, I do not know if it was written from a scholarly perspective. Therefore, due to confusion, I felt a 2 was necessary.
In entertainment value, this article recieves a 3. Because while it has little substance, the claims it stakes pull you in. But unfortunately, the lack of real information turns the audience off.
Post #8: Introductory Paragraph
- the first sentence of your introduction should catch the reader, it should make the reader want to know more
- the thesis statement should summarize what the purpose of the paper is, and it should be clear and direct
- To create a strong beginning, there are a number of ideas one can use.
- Interesting facts keep the reader engaged in the article long enough to see what its really about and learn some early information as well.
- Jokes or comedy can give the paper a funny start, and make the reader entertained as they learn what the paper is about.
- Starting the paper off with a quote is a commonly used way to catch the readers interest. If a paper is about someone in particular, a quote may be the perfect thing to begin with.
- Other ways to start off your paper include engaging curiousity, providing a definition, and using an anecdote.
- After the first draft of your paper is completed, rereading your paper and tweaking your introductory paragraph and thesis may be necessary. It is important that the thesis still satisfies the topic of the paper through its entirety (Fleming).
- The introductory paragraph gives readers an insight into what the rest of the paper will be about.
- The introductory paragraph is also there to give readers a reason to keep reading. Therefore, the intro has to be catching to an audience.
- Writers need to provide: a clear thesis statement, background information or history, terms and definitions, or statistical evidence.
- Introductions need to have well chosen vocabulary and good grammar.
- To help catch the readers’ attention, a writer can: ask a question to be answered through the entirety of the paper, include “suprising” statistics, tell a short story, give a quote, provide an abnormal comparison, etcetera.
- Also, after the paper is written it may be necessary to go back and rewrite your introduction so that it flows better and accurately describes what the paper has become (“How to Write,” 2010).
Reference List
| Fleming, G. (n.d.). The Introductory paragraph:start with a great first sentence . Retrieved from http://homeworktips.about.com/od/paperassignments/a/introsentence |
| How to Write an introduction. (2010). Retrieved from http://www.whitesmoke.com/how-to-write-an-introduction |
I found the most imporant tips from these two articles had to do with how to catch the readers attention. A paper is nothing if it doesn’t have an audience, so it is important to keep the audiences’ interest throughout the entire paper. Some helpful hints the sites gave were including quotes and suprising statistics, which I myself can get curious about when reading a paper. Hopefully, these things will help me to create a good first draft of my introduction; according to these sites, I will be writing more than one.
