FINDINGS AND

DISCUSSION

Claudia Andrea Cárdenas J.

INTENT

O Present and illustrate your findings.

Make this section a completely

objective report of the results,

O Contrast or confirm your results with

other studies or with what authors

say about your study.

Remember!O 6 findings. At least 2 data per finding

O Data= triangulation (methods or

participants)

O Discussion and findings : same chapter.

O Discussion up to date - varied (depending

on the topic 10 years).

O Use past tense in findings

LAYOUT

Title (interpretive)

Description of the title

Data- evidence

Interpretation

Discussion (with one author)

What is this?O Form of the text as an influential

element in reading comprehension O Student’s language abilities

challenged by the CT tasks.O Participants broadened their

theoretical foundations on ESP

What is this?

What is this?

O As aforementioned, the nexus of critical tasks and

the syllabus of the course was crucial for the

design of materials and sessions. The fact that

this study took place in an upper-intermediate

class of English made it possible that tasks were

fairly challenging so that they fit in relation to the

language competences that students were

supposed to develop by the end of the course.

What is this?

O Because students chose most of the topics,

they resulted attracting and encouraged the

learners to mire in controversial discussions

proving the objectiveness and different points

of view of the individuals, all of these,

opportunities for undergraduates to use the

target language and compromise their HOTS

so as to attain the goals of the tasks.

What is this?O Luisa: […] cuando estamos en los niveles más abajo […] a uno

siempre lo ponen es del libro, entonces cuando tú haces una lectura

es solamente sobre ese tema y tú te basas en tus respuestas de lo

que leíste del tema y se acabó o el profesor dice lo correcto y se

acabó, en cambio cuando hicimos la discusión tú tienes que buscar

la manera de hacerte entender ante los demás, tú opinión, no

solamente basado en lo que tú leíste, si no en tus vivencias, en lo

posible, entonces eso lo forza a uno más todavía para expresarse

con los demás.

What is this?

ET1: when you say appropriate what does it mean? In this specific context because sometimes we can teach something that our students don’t need ET1: I totally agree ‘cause when you say proficient that is a big word we’re not even proficient in our field of knowledge

What is this?

O This extract of a motion paper

exposes how a student’s writing skill

was challenged by the task, the

student had to be objective and the

text had to contain a well elaborated

structure.

What is this?O Provided that criticality is in its nature dependant on

content for it to take place, cited in Kabilan (2000)

from Mirman and Tishman (1998); there must be a link

made to the subject matter, which in this study was

the teaching/learning of English as a foreign language,

for instance the content and tasks that were set to

 activate higher order thinking skills in the learners

followed the aims of the upper-intermediate English

course; the curricular goals and linguistic competence

were addressed successfully as the essential

objectives of the sessions.

Function and strength Example verbs NEUTRAL: verbs used to say what the writer describes in factual terms, demonstrates, refers to, and discusses, and verbs used to explain his/her methodology.

describe, show, reveal, study, demonstate, note, point out, indicate, report, observe, assume, take into consideration, examine, go on to say that, state, believe (unless this is a strong belief), mention, etc.

TENTATIVE: verbs used to say what the writer suggests or speculates on (without being absolutely certain).

suggest, speculate, intimate, hypothesise, moot,  imply, propose, recommend, posit the view that,  question the view that, postulate, etc.

STRONG: verbs used to say what the writer makes strong arguments and claims for.

argue, claim, emphasise, contend, maintain, assert, theorize, support the view that, deny, negate, refute, reject, challenge, strongly believe that, counter the view/argument that, etc. 

Common problems when writing findings

& discussion

no introduction to the findings

The titles are not interpretive

section is too long

Do not respond research questions

Data do not evidence what the finding intends to reveal

Authors are given more relevance

Data is not interpreted

present the same data more than once.

Provides suggestions or recommendations

Discussion and finding do not match