Gives idea on how to write introduction section in report and articles

1. NHRC
Writing the Introduction
Achyut Raj Pandey
Research Section, Nepal Health
Research Council

2. In 2000, the average attention span was 12
seconds and in 2015 the average attention
span is 8.25 seconds.
Statistic Brain
Which means in any given situation you only
have 8 seconds to capture someone’s full
attention

3. Some day you may receive a mail stating
"Your report/ manuscript is both good and original.
But
the part that is good is not original,
and the part that is original is not good.“
-Samuel Johnson

4. The main difference between scientific writing
and other writing
In scientific writing
“We write to inform not to impress”

5. Prepare report, write paper and give a talk,
no matter how insignificant it seems to you.
Greatest ideas are literally worthless if you
keep them with yourself.

6. Do not recapitulate your journey of discovery. This
journey could be soaked with your blood, its not
interesting to the readers.
Choose the most direct route.
Its not that you cant write your experiences
Some other writing can better accommodate
like autobiography
Research report and paper are not the right place
to write about it

7. NHRCGovernment of Nepal
Purpose of Reports
• Reports enable you to communicate to others:
– What was carried out ?
– How it was carried out ?
– Why it was carried out ?
– What was found ?
– What the results actually mean ?

8. NHRCGovernment of Nepal
Report Rules
• The abstract and conclusions are arguably the
most important sections of the report.
• Because most of readers do not continue
reading if they did not find abstract and
conclusion interesting

9. Three rules of scientific writing
• First Rule: Orderly and organized presentation of
ideas.
• Second Rule: Smoothness of expression, or clear and
logical communication.
To meet this goal, provide transitions from paragraph
to paragraph and from section to section, do not
change topics suddenly, and make sure you have
not omitted something that is necessary to
understand the material being presented.

10. Is it correct if I Write?
• At the present time
• Based on the fact that
• The present study
• Now
• Because
• This study
Third Rule: the APA recommends striving for economy of
expression, avoiding wordiness and redundancy
In close proximity
Just exactly
Has been previously found

11. Is it preferred to write?
• The data were analyzed using a two-way
randomized ANOVA
• We analyzed the data using a two-way
randomized ANOVA
• The APA prefers the use of active voice
rather than passive voice

12. • 9 participants died during the study.
When number are less than 10, use words.
• The 10-year-olds performed better than the 8-year-olds.
When describing ages, use numerals.
• Sixty students had not heard about Ebola.
When starting a sentence with a number, use words
• Participants worked on either 5 or 10 logic problems.
When numbers above or at 10 and below 10 are being
compared in the same sentence, use numerals.
Writing Numbers

13. Try to
• Simplify
• Justify
• Quantify

14. A well-written introduction is important because,
quite simply, you never get a second chance to
make a good first impression.

15. Without an introduction it is sometimes very
difficult for your audience to figure out what you
are trying to say.
The introduction gives the reader the beginning
of the piece of thread so they can follow it
throughout the proposal/paper

16. When to write introduction?
Many books recommend writing your introduction last,
after you finish your project. That can be one approach
while completing the research report or article
But
It is essential to write a brief introduction to the subject
matter while presenting the proposal at the beginning.
However, it can be revised throughout the research
process.

17. What to write about?
• Overview of the health system and setting
(context).
• Description of the nature of the problem.
• Analysis of the different factors that may influence
the problem.
• Description of solutions tried (background), and
justification for further research.
• Information expected from the research and how
this information will be used to solve the problem
(outcomes).

18. Objectives of writing Introduction
The introduction provides critical information for funding and
community support by accomplishing the following three
things:
• Provide a foundation for the further development of the
proposal (overview of the problem).
• Facilitate background information (systematic analysis and
succinct review of literature).
• Systematically state why the proposed Research should be
undertaken (rationale), what you hope to achieve (objectives)
and expected results (outcomes).

19. Introduction includes
• Hooks: Description, illustration, narration or dialogue
that pulls the reader into your paper topic
• Transition: Sentence that connects the hook with the
thesis.
• Thesis: Sentence/s that summarizes the main point
of the paper.

20. • Is there specific model to write an
introduction?
Yes
• John Swales,Linguist from the University of
Michigan, developed a CARS (Creating a
Research Space) model for writing an research
introduction

21. CARS Model is useful because it can help you to:
1) Begin the writing process [getting started is
often the most difficult task]
2) Understand the way in which an introduction
sets the stage for the rest of your paper; and,
3) Assess how the introduction fits within the larger
scope of your study.

22. The Model proposes three moves

23. Move 1: Establishing a territory
In this move, the author sets the context for
his or her research, providing necessary
background on the topic. This move includes
one or more of the following steps
Step 1 Claiming importance and/or
Step 2 Making topic generalizations and/or
Step 3 Reviewing items of previous research

24. • Claiming importance of, and/or
describing the research problem and providing evidence to
support why the topic is important to study
• Making topic generalizations,
Providing statements about the current state of knowledge,
consensus, practice or description of phenomena
• Reviewing items of previous research
synthesize prior research that further supports the need to
study the research problem; this is not a literature review but
more a reflection of key studies that have touched upon but
perhaps not fully addressed the topic

25. Move 2: Establishing a Niche
This action refers to making a clear and cogent
argument that your particular piece of research is
important and possesses value.
This can be done by indicating a specific gap in
previous research, by challenging a broadly accepted
assumption, by raising a question, a hypothesis, or
need, or by extending previous knowledge in some way
• Counter-claiming or
• Indicating a gap or
• Question-raising or
• Continuing a tradition

26. • Counter-claiming: introduce an opposing viewpoint or
perspective or identify a gap in prior research that you
believe has weakened or undermined the prevailing
argument]
• Indicating a gap: develop the research problem around a
gap or understudied area of the literature]
• Question-raising: similar to gap identification, this
involves presenting key questions about the
consequences of gaps in prior research that will be
addressed by your study.
• For example, one could state, “Despite prior observations
of voter behavior in local elections in urban Detroit, it
remains unclear why do some single mothers choose to
avoid....”

27. • Continuing a tradition extend prior research to
expand upon or clarify a research problem. This is
often signaled with logical connecting terminology,
such as, “hence,” “therefore,” “consequently,” “thus” or
language that indicates a need.
• For example, one could state, “Consequently, these
factors need to examined in more detail....” or
“Evidence suggests an interesting correlation,
therefore, it is desirable to survey different
respondents....”]

28. NHRCGovernment of Nepal
Swales showed that establishing a research niche [move 2] is often signaled by
specific terminology that expresses a contrasting viewpoint, a critical evaluation
of gaps in the literature, or a perceived weakness in prior research.
Contrast Quantity Verbs Adjectives
albeit
although
but
howbeit
however
nevertheless
notwithstanding
unfortunately
whereas
yet
few
handful
less
little
no
none
not
challenge
deter
disregard
exclude
fail
hinder
ignore
lack
limit
misinterpret
neglect
obviate
omit
overlook
prevent
question
restrict
difficult
dubious
elusive
inadequate
incomplete
inconclusive
inefficacious
ineffective
inefficient
questionable
scarce
uncertain
unclear
unconvincing
unproductive
unreliable
unsatisfactor

29. You may prefer not to adopt a negative stance in your writing when
placing it within the context of prior research. In such cases, an
alternative approach is to utilize a neutral, contrastive statement
• The research has focused on A, rather than on B...
• While prior studies have examined A, it may be preferable to
contemplate the impact of B...
• After consideration of A, it is important to also recognize B...
• The study of A has been exhaustive, but changing
circumstances related to X support the need for revisiting B...
• Although considerable research has been devoted to A, less
attention has been paid to B...
• This research offers insight into the need for A, though
consideration of B is also helpful...

30. Move 3: Occupying a Niche
In this move, the author turns the niche
established in Move 2 into the research space
that he or she will fill; that is, the author
demonstrates how he or she will substantiate
the counter-claim made, fill the gap identified,
answer the question(s) asked, or continue the
research tradition.

31. The author makes this move in several steps,
described below.
• Outlining purposes or
• Announcing present research
• Announcing principle findings
• Indicating article structure

32. • Outlining purposes: answering the “So What?”
question. Explain in clear language the objectives of
your study
• Announcing present research: describe the purpose of
your study in terms of what the research is going to do
or accomplish. In the social sciences, the “So What?”
question still needs to addressed
• Announcing principle findings: present a brief, general
summary of key findings written, such as, “The findings
indicate a need for...,” or “The research suggests four
approaches to....”
• Indicating article structure: state how the remainder
of your paper is organized

33. Dudley-Evans Model of the Moves
6 moves
• Move 1: Introducing the Field.
• Move 2: Introducing the General Topic (within
the Field)
• Move 3: Introducing the Particular Topic (within
the General Topic)
• Move 4:Defining the Scope of the Particular Topic
by:
(i) introducing research parameters
(ii) summarizing previous research
•

34. Dudley-Evans Model of the Moves
• Move 5:Preparing for Present Research by:
(i) indicating a gap in previous research.
(ii) indicating a possible extension of previous research
• Move 6: Introducing Present Research by:
(i) stating the aim of the research or
(ii) describing briefly the work carried out
(iii) justifying the research.

35. Engaging the Reader
The overarching goal of your introduction is to make
your readers want to read further
Strategies for doing this can be:
• Strong beginning
• Pose a thought-provoking question
• Describe a puzzling scenario or incongruity, or
• Cite a stirring example or case study that
illustrates why the research problem is important.

36. General guidelines for writing introduction
• Link the introduction to the topic
• Start with a couple of sentences that introduce
your topic to your reader.
• Write in clear language, minimize grammatical
errors
• Make it understandable to readers

37. General guidelines for writing introduction
• Justify that research is needed
• Be careful to avoid plagiarism
• Make it concise but comprehensible
• Be sure to quote updated literature
• Presenting typical scenario??

38. Statement of the problem
The term “statement of the problem” may be
misleading as it usually comprises a self-
contained paragraph, rather than a single
statement.

39. Statement of the problem
•Summarizes the purpose of the study.
•Is a paragraph rather than a single statement.
•Establishes the direction and captures the essence
of the study.
•Is clear and concise.
•Incorporates general objectives and uses action
words to succinctly outline the purpose of the study.
•Reflects the research design of the study.
•Leads to the research question(s).

40. Writing problem statement
A persuasive problem statement consists of
three parts:
1) What is supposed to be ideal scenario,
2) What is reality and
3) What may be the consequences

41. Part A- the ideal: Describes a desired goal or ideal
situation.
Part B :the reality: Describes a condition that prevents
the goal, state, or value in Part A from being achieved
or realized at this time; explains how the current
situation falls short of the goal or ideal.
Part C : the consequences: Identifies the way you
propose to improve the current situation and move it
closer to the goal or ideal.

42. Example
• Part A. According to the XY university
mission statement, the university seeks to
provide students with a safe, healthy learning
environment. Dormitories are one important
aspect of that learning environment, since
55% of XY students live in campus dorms and
most of these students spend a significant
amount of time working in their dorm rooms.

43. However,
• Part B. Students living in dorms A B C, and D
currently do not have air conditioning units, and
during the hot seasons, it is common for room
temperatures to exceed 80 degrees F. Many
students report that they are unable to do
homework in their dorm rooms. Others report
problems sleeping because of the humidity and
temperature. The rooms are not only unhealthy,
but they inhibit student productivity and
academic achievement.

44. Part C. In response to this problem, our study proposes
to investigate several options for making the dorms
more hospitable. We plan to carry out an all inclusive
participatory investigation into options for purchasing
air conditioners (university-funded; student-subsidized)
and different types of air conditioning systems. We will
also consider less expensive ways to mitigate some or
all of the problems noted above (such as creating
climate-controlled dorm lounges and equipping them
with better study areas and computing space).

45. Is the research new or innovative?
• Point out how the research will add value by
doing something new or extend/improve
upon something already in existence.
• You need to convince readers that you are not
duplicating something that has already been
done.

46. Justification
Try answering issues like
• Is the problem you wish to study a current and
timely one? Does the problem exist now?
• How widespread is the problem? Are many
areas and many people affected by the
problem?
– Global, regional, national to state level

47. Justification
• Does the problem affect specific segment of
populations, such as youth, mothers, or children?
• Does the problem relate to ongoing program
activities?

48. Justification
• Does the problem relate to broad social, economic,
and health issues, such as unemployment, income
distribution, poverty, the status of women, or
education?
• Who else is concerned about the problem?
• Are top government officials concerned?

49. NHRCGovernment of Nepal
Identification, analysis and prioritization of
health research problems